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Full text of "The Times Educational Supplement , 1987, UK, English"

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PERSONAL COLUMN 


B ritish education has Iscen divided 
into two nations: independent and 
maintained. Why? The first answer is 
that Butler and his colleagues in |*J44 
decided lo perpetuate a “maintained sys- 
tem*’ scparalcd hv a great divide from the 
“independent sector". But why did they do 
it? None nf the usual answers is convincing. 

Jl was not he cause of the desire to provide 
free education for all those who wanted it: 
that could have been achieved by the 
Government contracting with the churches, 
other charitable bodies and entrepreneurs to 
provide as many “free" schools as were 
needed, without setting up a great new 
maintained system. Nor was it because slate 
provision of maintained schools enabled the 
Government to set minimum standards: 
amazingly, the 1944 Act failed to establish 
any system for ensuring that pupils in 
maintained schools would reach a minimum 
standard, and if standards had been set. they 
could in any case have been applied to all 





OLIVER LETWIN 


With hindsight, this credo looks shallow. 
Local authorities have nor proved to be 


1 Mixed, 
blessing 

The problem is combining the 
merits of independence with 
those of state funding, while 
restoring the state as impartial 
arbiter of standards' 


sclionk 3| AN J lo 811 Local authorities have not proved to be 

others provided by the state or by particularly well-organized. Their riches 

r$r s hish s,nndards of ,earninE * 


the local authorities - seemed the best 
possible provider of education, ft was held 
lobe as pure of heart ns the charities, but 



Butler's band perpetuated the maintained 
system. 

better organized; as concerned' for the 
spiritual welfare of pupils as the churches, 
but richer, more modern and non-sectarian; 
as effective as private entrepreneurs, but 
untainted by the profit motive. 


i ;• U i 

I I 


' I 


the Department of Education have lost the 
ability to act as independent arbiters of 
quality. As providers, they hove become 
judges in their own' case, with a vested 
interest in pretending that all is for the best 

( in the best of all possible educational worlds, 
fn short, so far as the maintained sector is 
concerned, the 1944 settlement has created 
incentives not for excellence but for com- 
placency. 

The fate of the independent sector is not 
much better. Independent schools are nor 
welcomed by the educational establishment 
as providers of first-rate schooling and as a 
means of relieving the burden on the 
■tax-payer; > Instead, they; are -scorned as 
bastions of health and privilege. Those of 
them that are in practice neither wealthy nor 
privileged suffer from the image, and yet 
struggle along without any degree of state 
support. 

When an independent school does well 
and its pupils win places in the best universi- 
ties, it is met by a chorus of outraged 


noticeboard 


egalitarianism. When on independent 
school does badly or misbehaves, it is 
immediately subjected to a torrent of self- 
righteous criticism: “This would never have 
happened in the maintained sector”. 

One way and another, the independent 
schools arc beleaguered, defensive, self- 
conscious and undervalued — participants at 
a fringe event who are never invited to the 
main festival. 

If we were starting afresh, we would never 
recreate such an arrangement. But, of 
course, we are not in that happy situation. 
We have to start - or, more precisely, the 
present Government has to start - with 
where wc are. The problem is how to move 
from that position to one in which the merits 
of independence (self-determination, com- 
petition, flexibility) are combined not only 
with the merits of stale funding (free 
education for .'ll! those whose parents are not 
able or willing to pay), bur also with the 
restoration of the state as an impartial and 
dispassionate arbiter of standards. 

Solving this problem sounds like a big 

taS N*7 Ut J hat is exacll y what Mrs Thatcher 
nnd Mr Balder have taken on. Their plans 
amount to nothing less than an effort to 
break down the barriers between the main- 
tained and independent sectors. They are 
trying to create a world in which independ- 
ence is not n consummation that can be 
achieved only by forsaking state funding. 


THE TIMES EDUCATIONAL SUPPLER 


Thu plan in simple and well-known- ,| 

nmhl r if Ct ,r cvcry m «intainecl school O ctober a ibb? number 3721 

run by and for that school, with rh„ ngf 1 

every maintained school to opt out nnri 1111 1 

r2^':-S.l^>-»^«>» ldblock,he way to tateeration 

mrf mow 

uui may 

On y one more element is required J ** ^ 

complete the picture. The present indepen- 1 A ft "U 

hurt ciwiqI 

oil which the Government is now embarked _ “*■ 

Br,lsh education could «i last become Si tl 

|es= 33 e needs pupils 

from the tux-payer, could work together in W ****** 

amiable competition to provide the besi 1 o 

possible education for all. Wc have tohore' Sue Surkes 

that the day will not be far off when that S'* 5 ar ? 7J nce F ned l ***»»!* for siatcmcntcd children in main- 
drenm conics true. [na! Adopi out of local authority control stream schools. 


Opting out may 
hurt special 

needs Dunils 


NEXT WEEK 

Governors 
and governing 

The first of a major eight-weak pull- 
out series covering eveiy aspect of 
school governorship 

Opting out 
of ILEA 

Responses to the consultation paps 

Rising fives. . . 

. . . or falling fours? What really 
happens In Infant classes 

Extra: Science 


by Sue Surkes 

Jkuten are concerned (hut schools for stsi 
ddopi out of local authoriiy control stream 
jgnootwant to cuter for children with Mr I* 

S educational needs, a 11101111)01' review 
>1 Inspectorate said at the change.' 
jritwl, loCirci 

* Chris Miirshall, staff inspector ment pi 
tocial needs, said extra cash might tain. lit 

mpgrant-niiimtutiwd schools to of sped 

[totem needs children. assessm 

\ ftsfushnll added (hat the Depart- Mrs I 
a of Education and Science i\ London 
*siM ahead with a review of the pie, wu, 
■I “bralion Act that is almost (im-crni 
to ead to u revised Govern- could si 
grimilar on qwcml needs. DCS tcgrntioi 
puls hope lo present the results lo Mrs N J 
gm early next war implienfi 

MW personally ami as 11 niem- would b 

ftmits in Parinciship. the dependt 

mita orgimired the con- would m 


Lllfi l I* 1 ‘ * «»|*||«| miiiu'I* icei UIHHIl (lie cost 01 

Er™ Marshiill commented that sneelul needs provision if they were 
Ef* 3 V ,fl - W 1,1 7,1 F* , ' n,s whkll given control over their budgets? And 
oci during the Act's iniplc- who would be responsible for special 
Sr; Many of them had been needs in schools that opted out tiNocal 


■ j * III 111(11 lljiUU \ l(ll III 

in evidence subniiltcd in authority control? 

ins Select Committee on Mr Marshall, who shared some of 


tHV ! 


Mr Leslie Fielding has taken up 
his position as vice-chancellor of 
the University of Sussex. He was 
director general for external 
rotations et the Commission of the 
European Communities In 
Brussels, 

Dr William MoAleer, a senior 
tacturar In the department of 
butfnasssiueffes at Queen's 
University, Belfast, has been 
reappofnted aschalrman of the 
Colleges of Education Negotiating 
Committee, Northern Ireland 
Air Commodore Ian Forster has 
been appointed director of 
Newcastle University's careers 
advisory service. He was director 
of training with the Royal Air Force. 


CONFERENCES 


October 23 - 

TheOpenCtitiegeoigantiAii by the 
National Association for Stall 
Development In Further and Higher 
Education at Manchester 
Polytechnic. Speakers: John 
Trader. Nye Rowlands and Roger 
Lewis. Fee £8 members, £12 - 
non-members. Details Mrs.B 
Abbot, CEDAT, Shepherds' House. . 
Elizabeth Gaskeff Sue. Hathersage 
Road.ManchasterMl.30JA; v / 

October 24 

Needsof and provision lor the child 

of high ability at school organized 
.. by (he National Association for ' 
Gifted Children at North 
Westminster Community School. 
Details from Ruth Gala, NAGC, I 
South Audley Street, 


London W1Y5DQ. 

October30 

Research on headship British 
Educational Management and 
Administration Society seminar In 
London to discuss research on 
primary and secondary headship. 
Details from DtckWafncfllng, NFER 
The Mere, Slough. Berks SL 1 2 DQ. 
October 30 and 31 
Beyond the nation: International 
perspectives on cultural studies 
organized by the Association far 
Cultural Studies at Portsmouth 
Polytechnic. Fee £14 (£7 students). 
Details from Roger Bromley, 

School of Social and Historical 
Studies, Portsmouth Polytechnic. 
Kings Rooms, Bellevue Terrace; 
SouthseaP053AT. 

October 31 

The changing face of education ' 
organized by 8 1 Act Ion, a national 
. network of parents of children with 
special educatlonel needs, at 
Ashlawn School, Rugby. Details 
from Felicity Evans, 18StV!ncents 
. Road, WestcUff on Sea, Essex SSO 
7PR. 

November 3 
Forum for Access Studies 
conference on access courses and 
the role of the validating bodies at - 
Birmingham Polytechnic. Details 
from Cfatre Dtirklh, FAST, 5 8 • 

- Cfepham Common North Side, 
LondbriSW4. ' 

November^.' 

Politics Association 4hdh-form 
conference in Central Hell, 
^^SSS^tionTheanermathof 

the l9$7etocUon TkjkelsfS from 
Fhppa Lewis, 30 Stone Lane, ■ . , • . 
Lydiard Miflkieni, Swindon SN5 1 ' 
9 ld. • ; m- ■ • • • 




October 27 

Assoclatad Examining Board ‘ 
seminar and awards at the 
Sedgwick Centre, London El. 
Senior staff from Industry and 
education with an Interest In 
ndustry/aducallon liaison are 
“Pto George Turnbull at 
the AES If they wish to attend. 

506506°" ^ lmttBt,0n only ’ 0483 

November 2 

education -looking to the 
fidorahy Len Marsh, organized by 
the National Association of Primary 
Education, atThamas Polytechnic . 
at 8 pm. Details from Janet 
Brlasled. 21 Monk's Orchard, 
Wilmington, KentDAl 2TB. 

November 

National Association for Tertiary 
Education tor the Deaf open - 
meeting In Hull for all those 
concerned with the welfare of deaf 
people In post- 1 6 education. 
Details from Jill Merrett, Service for 
: Hearing Impaired, Cepe Road " - 
Clinlp, Cape Rtiad, Warwldk CV34 
4JP. . 


COURSES... 


November 7 

How am I doing? Staff development 
in primary, middle end secondary 
schools &t HIcNngbrooka House. 
"“pWftaA with Mr Derek Waters, 
SK 8 fe ,f° W| 016 London Institute 
nSS? 1 8nd ,0m,flr dfrectorof 
the ILEA Primary Management 

Centre. For details please send a 
stamped addressed envelope at 
r ^ 22 5£ s hY tOcrnstoThe 
^ f 86 °l preC0 P tor S, Eastern 
Regional Course Secretary, 
Woodland View, Lower Road 
™ B Hale; The tfard, Norfolk IP25 

November 11-12 
Careers for Women annual course 
takes European Year of tha 
Environment as its theme. 
Programme includes architecture. ' 
conservation, housing, water 

Jg^jjft^DetflHsfromtoe 
National Advisory Centre on 

Careers for Women, 8th Poor, 

Artillery House, Artillery Row. 
LondonSWlRlRT, . • 


INFORMATION.. 


MIIHIIMH.U 1(1 

frowns Select CoinmiliCL' II »n i*am»if«i|i| min ■'HllUVll suiiiu U1 
^^Jcicnec uml arts, which Mrs Marks's anxieties, assured her 
^produced h rc|*nn mi sfrceial flint (lie miliumd curriculum subject 
fcoftw.i, I., i wnrkhig pitily nnd the tnsk group of 

iTSel"?**! * ,iMc H ,c * r w *>Tk «*« nsiessmcnl uml testing were iiwnre of 
ijpunitoj fcwruuli prnjeus, the issues. 

,< ‘ e J ccl L'niiniUHcc. A runne nf test options wns avall- 
WOfnuiliiin nlrcady re* able, he Inter expluincd. It would be 
c,, ers from purvuis. possible, for example, to set 100 
J«iicumd not say whether uny attainment lurgets for 5 to 16-yenr-olds 
1 i ,J, un Wu * planned uml to specify ihut 23 of them should 
ttidku uij UW tie,u ^ s now being l»c rcuched by the age of 1 1 . 

HM Inspeciorutc as purl The mood at the conference was 
^2^1 »k exe /, c ’ ,c ’ Inspectors are angry und confused, with some partici- 
effects of the Ac! on pants keen to know what the future 
tor moderate learning held for special needs youngsters In 
’5WM physical handicap, and Inner Ixindon Education Authority 
^jttivcntis of support services schools. 

Mr Robert 1 Harvey, (he I LEA's 
assistant education officer for special 
education, warned that rate-capping 
would create “very serious difficulties* 
' n < i ,e nexl financial year. 

• Art and craft subjects may escape 
l from the (invemment’s plans to test 

children at ages 7. II and 14, a 
conference wav told at the weekend, 


Act on 




Owrn Surritlgt wiles. 

Mr David Marjoram, HMI for art 
and design, speaking to the annual 
conference of the National Society lor 
Education in Art and Design in York, 
luul Ihtn attainment Iwtlrw wasunllke- 


uid that aiiainment lesdng was unlike- 
ly to apply to any arts subject. 

Kephinc to a question about assess- 
ment und the national curriciilum, he 
acknowledged there were different 
umt .. uc cm — unresolved views about 


(B TIMES NEWSPAPERS LIMITED. 

37-43 Campion Siiwi, lonfon ECl 


November 7’ - Professional . 

AftvMenffig l mtmtt?Waysot' • Win??? ! • ' 

hdplngydung people at Leicester SEES? Spfldte Leamln 8 • ' 

Anlhony Lawton, June Chadwick,- ' ’ •• 


Polytechnic with Alison McKay, :■ 

Anthony Lawton, June Chadwick,- 
. Euan Slater, and Carole Sutton. Fee 
1 Dptalte fram^ Industrial liaison 


Across , 

' - i Lay oft ‘he wine H) 

3 Remarks hw 
French <ho school 

..11 A relation in reiire- 
. , men! (7. j) : 

13 Gtrl is Undisposed to 

'/.a Seen ( 6 ) 


1 1 1 ’.1 1 ;) J | l> * 1 ^ "'L;:. -s 


the pharmacy (H) 

23 Governess hack in 
nursery education. 

Ml 1 

Down 

,1 Winter dancing par- 
.. ly? No. bnf it's 
inrown fur enjoy- 
mcni {8} 

2 Dialect around the 
Kremlin, far exam- 

g ?.I7j 

a vc an address la 
• read out (fij 
,;5 Carried on when 
. supported (10) . . 

6 ■TroiiWcd reign «ir- 
remlnW,Af?iM(5) 
.7 One bound bn a 
, crest iof a wave, we . 
; ■ bear (4) . 

I*. Dining «u 1 with 
. ; me^lnd^rtrik (3, 

'3* 


12 FeHo« f- 

15 Yet il's 

1« Hewn « voyiH 

(8 fSncIi frfek*i*v 
a Pole astry J 

19 Oue fou«» '*■% 

dimur (4) H 




want (o 


and - « y« - unre«»lved views about 
attainment targets and tests, adding: 
"Bui I see no need to worry. Mninx 
testing will be denied the arts. 


SdsHoflW 




!<»v : ■ 

fef.KeWs 


i 

5 

- • 

17 

18,19 

»JI 

2101 

» 

2S-2J 

n-u 

34-38.47 


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FIRST PUBLISHED IBID 


for siatcmcntcd children in main- 
stream schools. 

Mr Marshall thought the internal 
review would be unlikely to lead to 
changes to the Act itself. But revisions 
lo ( irculnr 1/83, which outlines assess- 
ment procedures, were virtually cer- 
tain. He speculated that the definition 
or special needs und elements of the 
assessment process might be clarified. 

Mrs Leslie Marks, of the Greater 
London Association for Disabled Peo- 
ple. warned the conference that the 
Government's proposed legislation 
could set hack progress towards in- 
tegration. 

Mrs Marks wanted to know what the 
implications for special needs pupils 
would be if a school profile bi-eame 
ik-|H-ntk-nt on good test rmiIis. How 
would schools feel uhoul the cost of 
s(>eclul needs provision if they were 

Diwn mntrnl nunr Hi*[i- h,irlnj.i.9 A^.I 





the sixth-form block collapsed In the storm 


Baker denies plan 
for new inspectors 

by Barry Hugill and Richard Garner 


Mr Kenneth Baker has assured the 
local authority associations that he has 
no plans to "nationalize” (heir inspec- 
tors and advisers. He has ruled out the 
creation of a special "third force” of 
super Inspectors Independent of both 
(he l.o.a.s and HM Inspectorate 
charged with monitoring the proposed 
national curriculum. 

Worries that (he -Minister had de- 
signs' on the local inspectors were first 
aired In September when, at a meeting 
between the l.e.a.s and Department or 
Education and Science officials, It was 

Universities shake-up, page 9. 

Baker's BUI, pages 12 and 13 

said that the Government was unde- 
cided as to who should employ the 
inspectors responsible fbr the new 
curriculum. 

Bui, in a letter sent to the associa- 
tions this week, Mr Baker said that, 
both HMI and the l.c.a. advisers and 
Inspectors would have a vital role tp 
play in monitoring (he curriculum. 

But he concluded that ‘too spfeefal 
provision la necessary”. Translated, 
ibis means no extra cash for the l.e.a.s. 

Meanwhile, Conservatives on the 
Association of Metropolitan Author* 
files are holding their own conference 


next Monday In an attempt to steal 
some or fhe thunder -of an all-party 
group which Is calling for a united 
response to the Baker proposals. 

Mr Brian Sams, of Bexley, leader of 


the Conservative group on the AMA, Is 
organising a conference In Solihull on 
the same day as the newly-formed 
Standing Conference on the BID, con- 
taining teachers 1 union representatives 
and enurth groups as well as l.e.a. 
members, Is holding its meeting lb 
Birmingham. , 

Mr Sams, who said Ihat Conserva- 


tives from at least 20 metropolitan 
l.e.a.s would be attending the Solihull 
gathering, claimed that the other con- 


ference would be solely concerned with 
achieving an antf-Goverament con- 
sensus. 

• The higher education version of tbc 
Technical and Vocational Education 
-Initiative- was announced . this week, 
writes Mark Jackson. It will aim 10 
offer all students the chance to learn 
management and business skills, and lo 
gain relevant work experience. 

The programme will he the respond- - 
Willy or the Training Commission - the 
name under which the present Man- 
power Services Commission, stripped 
of its non-training activities, will oper- 
ate in ftilure. 


Tideway 
almost 
blown away 

by Linda Blackburne 

One of the country’s most innovative 
comprehensive schools has been sev- 
erely damaged by last Friday's hurri- 
carie-force winds. 

Tideway School, which is perched 
on a cliff overlooking Newhaven in 
East Sussex, was closed this week but it 
is hoped that ft will reopen after 
half-term. Earlier this week attempts 
were being made to find temporary 
accommodation .for the school's 1,306 
pupils, 

During the storm, the sixth-form 
block collapsed on one side. One of the . 
main teaching blocks with 14 clnss- 


Tapsed on one side. One of the . 



} 

i 




rooms lost most of its roof and another 
block suffered roof damage and many 
smashed windows. 

Tideway is well known for being one 
of the. first to introduce the so-called 
continental day. It won two national 
curriculum awards in 1984 and 1987 
and also received the Fawcett Award 
for equal opportunities in the curri- 
culum. 

When the school reopens after half- 
term, it will be able to accommodate 
only the fourth, fifth, sixth and seventh 

S ears. It Is not yet known how the first 
tree years will be housed. 

. Schools’ damage, page 3. 





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' r Richard Luce has one of (he (east enviable 

I a/I portfolios in Mrs Thatcher’s (cam. To he 
1 V I Minister for the Arts administering a 
J. ¥ -M. budget for a government which doesn't 
really believe in either the arts or public subsidies, is 
rather like being an ambassador in implacably hostile 
territory. Mr Luce is also responsible for libraries 
and here, too, he has an uphill task in convincing the 
men and women who run the libraries that he is on 
their side. He freely admits he earns his Brownie 
points by cutting public expenditure, not increasing 
it. His job is to extend the frontiers of the market 
economy not defend the ramparts of the public 
sector. He talks to them (as in his speech to the 
Library Association last week) of joint ventures with 
private business, of the need for libraries to “take 
greater responsibilities for selling themselves", and 1 
for introducing more fee-charging “extras”, so that 
“the basic services remain free". 

The emphasis throughout Iris speech was on the 
need to protect the basic library service. “ The 
promotion of books*', he said, "is the primary role of 
libraries”. The inference was perfectly clear. Outside 
this basic library function, the way is open for 
increased charges. Libraries, like universities, will 
have to look to new sources of income and ways of 
making “non-basic" services self-/inancing. 

The fact is that libraries arc at the crossroads of the 
information revolution and it is difficult to think of 
any particularly persuasive reason for giving books 
qua nooks priority over all examples of other forms 
of communication. Records have been part of the 
library stock for many years. More recently the 
arrival of video has extended the range of materials 
which libraries can usefully stock. On-line data 


EDUCATIONAL SUPPLEMENT 
Priory House, St John's Lane, London EC1M 4BX. Tel 01-253 3000 


“THE FINEST IN THE WORLD . 


COMMENT 


retrieval will depend increasingly on the economical 
use of electronic resources which libraries are ideally 
placed to undertake. 

It is quite possible to yield to no one in respect for 
books - what Mr Luce calls “those miracles of print 
and paper which encapsulate the wit and wisdom of 
mankind” and yet doubt if the technology of 
Gutenberg is the end of the matter. If what is 
important is access to information and ideas, the 
form in which these are captured is neither here nor 
there. 

If the future of (he library service is to be decided 
on ideological grounds - public sector bad: private 
sector good - then the prospects for (he public library 
service are not particularly encouraging. If a true 
pragmatism can be maintained, however, in which 
public and private can enter into a real partnership, - 
then there is plenty of scope for co-operation. 

The role of the public library should certainly be 
allowed to develop, and there is absolutely no reason 
at all why a country which is growing richer should 
not decide to spend more of its wealth collectively, 
achieving thereby the elementary economies which 
libraries make possible. 

Public libraries, like public service television, give 
incredibly good value for money. If they were paid | 
for out of charges, it would all cost a great deal more 
than it now does to provide a similar service. But 
information is the great and growing business of the 
post-industrial age, and it must be for the libraries to 
respond to the information explosion without trying 
to do everything, or be everything to all men. 

Mr Luce is right. There is a real challenge here to 
the enterprise of the library service managers. He 
talks of pump-priming to encourage this enterprise. 


This could be highly creative, provided it is done with 
sufficient generosity and imagination. Provided, that 
is, that gut hostility to public enterprise doesn't 
inhibit sensible investment. 

In welcoming initiatives of this kind , however . it Is 
impossible to avoid noting that the main thrust of Mr 
Luce's speech is restrictive and narrow. A strong and 
expansive public library service is needed now more 
than ever. The more the schools are pushed towards 
market mechanisms and made dependent on private 
fund-raising (see Richard Pring’s article on page 4) 
the more important it is to defend, on purest 
conservative grounds, the public libraries and the 
principle of free and open access to knowledge and to 
education. This should be something which should 
transcend party loyalties. With pardonable chauvin- 
ism, Mt Luce opened his remarks by claiming that 
Britain has “the finest public library service in the 
world". It should be the universal aim to keep that 
proud boast. 

But these are dodgy times. Britain also has “the 
finest public service television in the world", yet 
everybody knows there is a very real danger that this 
is about to be sacrified on the altar of ideology. It is 
widely recognized that deregulation may well have 
the paradoxical effect of increasing competition, 
while reducing the variety and the quality of the 
programmes, with consequences which could only be 
culturally debilitating, with a knock-on effect on 
education standards which will be certain, if imposs- 
ible to prove. It may well already be too late to hold 
the pass in TV. But it is not too late to defend the 
public library system and campaign for its imagina- 
tive development in the electronic age. 


THE TIMES EDUCATjbNAL SUPPLEMENT 

Second opinion 

TRIUMPH 
OF THE 

EL VINO 

PRINCIPLE 

Question: What is the connection i>. 
tween El Vino’s, the celebrated Fleet 
s done with ^ trcc * wine bar, and Birmingham’} 
vided. that S rnmmQr schools? 


1066 AND 
ALL THAT 

f 

It was inevitable that some would see the Historical 
Association’s readiness to tackle the question of a 
national history curriculum as tantamount to col- 
laboration with the enemy (see pBge 13). 

While it is true that the association's quite proper 
attempts to define wlpt'^very child should know 
about the past received encouragement verging on 
patronage4tam Sir Keith Joseph and anticipated 
Kenneth Baker's national curriculum proposals, the 
gibe that the HA had become the Secretary of State's 
"'poodle" conveniently ignores the fact that there is- 
and has long been - a clear need for some agreement 
about what history shauldj>e taught and when. 

. Indeed, it might he Crgued that whatever else 
might eventually eipcrge by way of a wider national 
curriculum, thejiature of bistory as a continuous 
narrative, and its role in developing an informed 
national identify add a sense of belonging; makes 
some such consensus on history an inescapable 
necessity. 

So, whatever else plight be Said t about the 
Historical Association's history-for-all proposals, it 
has performed an honourable service to schools and 
to the' wider community and has provided a useful 
. point of departure for' wider discussions. 

It is further to the association’s credit that it lias 
. followed up its Ideas with an unprecedented series of 
nationwide conferences to consult histofy teachers 
and to emphasize further that its proposals aie meant 
as Its first, rather than its last, word on the subject. 

■ Tndced, If . teachers, curriculum developers ; and 
subject associations in general had done ijiote in the 
past to discuss their ideas and to listen to the views of 
.those in and. out of the profession, they would 
■probably not now be faced with a curriculum 
Imposed on them from above. 

In history, as in some' other subjects- there is a. 
lively debate about the relative Importance of 
content and ; process, It is undeniable that the 
objective study bf the lives and times of our forebears 
necessarily involves and develops certain skills and 
understandings about such things' as 7 theinaturcr of 
evidence and the perceptions of others. ^ >.--v 

It is hard to see, however, how historians can claim r 
that theirs is the only subject capable of achieving . 
these important forms of learning! Op (he other 
hand, no one would deny, surely, that 1 there arc 
significant events, developments and personalities 
from the past which every schboUeaver should be 
familiar with. They represent a chronology, that is 
tart of our comtnon culture without which it would 



rights and responsibilities held dear, riot just by the 
Conservative Party (whatever exclusive claims it lays 
to traditional loyalties) but by every constitutional 


dearly, historians and teachers bf History hav$ a 
vital part to play in determining exactly what mustbe 
taught, when and how. Buftheln Is not the only view 
that , now matters; what they want to teach is no 
longer what society a whole is pfypated automati- 
cally to accept as what pupils need to. know, that is 
the structural change in thqpolltics of the curriculum 
that pU subject interests now hsive to come to terms 
with; ' - '-• v j - • . 

TEACHER 


Mr Martin Rogers, the chief master of King 
Edward’s School, Birmingham, wpnts teachers’ 
strike* fo be made illegal. From the comfortable 
haven of d Well-heeled Midlands pu^ic school /he 
told the National Council for Educational Standards 
ttiat teachers, like seityofc personnel and pgliqOj 
should be fof bidden by withholding their 

labour and, in a roost unhelpful attempt to snatch a ; 


It is extremely difficult to know what Mr Rogers, 
as chajrman of the Headmasters’ Conference, 
thought he was going to achieve (except currying a 
little favour with hard Right teacher-bashers) by 
. indulging in this Catch-penny stuff. Even those - who 
certainly include The TES - who would strongly 
support the kind of binding arbitration procedures 
which are usually known as strike-free agreements, 
see no reason to single teachers out from all other 
professional groups, such as doctors and nurses, for 
penal anti-strike sanctions. Mr Rogers does nothing 
to add to the credit or credibility of the HMC with 
such talk. . ; ' , 

i ^ tW NGES conference wasn't a' very 
encouraging, time for teachers, it was nice to see Sir 
Rhodes Boftopvback in action - at least he has a 
sense of humour which Is oiore than yori can Say for 
rorne luminaries of the.hai’d Right - but sad to hear 
him campaigning to reduce primary teacher training 
to two yean i He dldn't actu ally say that any motherly 
soul could do the job but that whs the inference/ 


NO COMMENT 


Answer: Both have been adjudged m 
have treated women less favourabh 
than men and, in consequence, to bn? 
broken the law. 

Last week, in a case brought by the 
Equal Opportunities Commission, ibe 
High Court ruled that Birmingham dtj 
council had discriminated against girh 
by providing, in their grammar 
schools, feweT places foT girls than for 
boys. The judge, Mr Justice McCul- 
lough, granted the EOC the declara- 
tion they had sought, namely that the 
arrangements currently made by Birm- 
ingham city council for the provision of 
selective secondary education were 
unlawful because of Section 23 of the 
Sex Discrimination Act 197S read with 
Section 8 of the Education Act 1944. 

What with the Keating decision two 
years ago (you don't have to provide 
single-sex schools but, if you do, you 
must not so provide less favourably for 
one sex than for the other) and now the 
Birmingham decision (you don’t have 
to provide grammar schools but if you 
do you must not so provide less 
favourably . . . ). to say nothing of the 
looming Bill, l.c.a.s must be wonder- 
ing: "Has somebody got it In for us? 
Are we an endangered spedeiT' 

Surely, you may say, the judge 
couldn't have taken into account tbe 
fact that Birmingham did not delfts 
atcly put girls at a disadvantage? Or 
that to remove the Imbalance between 
boys and girls would pose legal, feu- 
dal and administrative difficoWeriOh 
yes he did. 1 

But there wns some conifer'"- 
l.c.u.s. Towards the end of his argu- 
ment on behalf of Birmingham their 
OC launched an Exocet missile. The 
EOC, he said, could huve complain 
to tile Secretary of Stntu under Section 
99 of tltu 1944 Act; and, since the 
Commission hud that alternative re- 
medy open to them, they should haw 
gone to him rather than come to tw 
High Court. The Exocet missed the 
target - but apparently not by vrty 
much. The judge regarded this as «« 
of the rare cases where, despite the 
alternative remedy, judicial rcvlew-tn 
the shape of tho declaration - snou® 

Why was Birmingham picked ofljw 
the test case? Probably because & 
imbalance and size of the intake- w 
boys and 360 girls. 1 

Are there l.e.a.s other than Birm- 
ingham anxiously waiting for 
copies of the transcript of Mr 
McCullough’s judgment? ProW"?- 
Of the 29 l.e.a.s in England and 
which provide selective T 

have single-sex grammar schools ^' 

six others (in addition to BirmingW 
have an imbalance of boys ajit j , 
more than 20 per cent ; and a forth 
have an imbalance of bewperi F 
cent and 20 per cent (January !»| 

figures). - _w u 

• if Baker’s Big Bang 
planned some of the schools wan 
opt out In favour of grant-roainiafla^ 
status may be schools contnbut 
the l.e.a.'s sex imbalance ratio^ 
remedy Is simple. The U-»- 
discriminate like anything ageW 
sex which currently has m° r e ^ 
able treatment” in any school 


*. 1 1-».) >' '/ I M ‘U.y 


Feeling better now? You 
be. Your action, encouraged Pr 


be. Your action, 
column, of discriminating wc 
thing against children 
Suchandsueh feeder priman^ ^ 
to reduce the/ duci^ria^jj! g 
lance \t\ the. overall annual 
clearly discriminatory- G ive 


discrimmaunr - b 

praU annual intaW. 


Peter Hell is a solicitor ° niS iTJdii 
offbe UW oi-Bdacati«^»W^1 
Butterworths. ■' 


flittT rMESEPUCATIONAL SUPPLEMENT. 23.10,87 


Schools throughout the country were still 
suffering considerable disruption this week 
because of the atrocious weather. Linda 
Biackburne and lola Smith report 

Storm-dammed 

schools faced 
with demolition 


SEsa 


Thousands of children were still at 
feme this week after violent storms 
rioDcri off school roofs and obliterated 


The worst-hit schools in Hampshire, 
the isle of Wight, Sussex, Kent, Essex 
and Suffolk were counting the cost of 
the damage. Many councils will be 

B aling for Government help after 
Home Secretary Douglas Hurd 
called the worst night of diasaster since 
tfe wartime blitz. 

Some schools were only nbic to stay 
partially open by asking groups of 
pupils to come in on alternate days. 

Damage included blown-off roofs, 
demolished temporary classrooms, 
broken heating systems, shuttered 
windows and entrances blocked by 
trees. Many teachers and children 
were unable to reach school because of 
fallen trees blocking rouds. 

One of the worst-hit arcus was Essex 
) xbere the council is considering dc- 
/ moldiing some of its severely storm- 
I damaged schools. A council spokes- 
man said repairs to badly-bit schools 
could cost about £100,000 per 
building. 


Essex, which is spending £38.7 mil- 
lion on a school rebuilding programme 
over the next five years, will consider 
making a plea for Government cash at 
a council meeting next Tuesday. 

Another Essex school, St John 
Payne Secondary at Chelmsford, lost 
the roof off its middle school building. 
Workmen were fitting a temporary 
roof at the beginning of the week. 

More than 50 per cent of Suffolk’s 
252 schools were affected by the 
storms. There was a blanket closure 
throughout the county Inst Friday and 
the cost of the storm has been esti- 
mated at more than £150,000. 

Roofs were blown off several class- 
rooms at Bungay High and covered 
wulkways were demolished at Chantry 
High in Ipswich. Two temporary class- 
rooms at Kirklcy High, Lowestoft, 
were destroyed. 

Other Suffolk schools were made 
snfe and children asked to arrive for 
lessons with warm clothes and soup. 

In Hampshire, where 43 of the 
county’s 704 schools were still closed 
this week, pupils at Yateley School, 
near Camberley, were going into clas- 


Alter the storm: YTS students rrora Hadlow College of Agriculture and Hor tic 
the Mid-Kent College in Chatham. 

ses on alternate days. Most of the closed on Monday to give the county e 
county's schools were suffering con- “breathing space*'. A county spokes 
tinuing power failures. man said: “Communications are stil 

On the Isle of Wight about 30 per problematic so the decision was modi 
cent of the 68 schools were damaged to avoid complicating matters undub 
and four were still closed this week. A and to give time to assess the position’ 

county hall spokesman said: "Friday He added that some primary school 

was terrible - a shambles. There was were using village halls for classc 

total chaos on the island." while repairs were being carried out 

In Kent more than 100 schools were By comparison, West Susse 
closed giving 26,500 children an unex- escaped lightly. Only 18 of the county 1 
peeled holiday this week. However, 301 schools were wholly or parti 


the police kept 12 of them busy with 
interviews after stationeiy was looted 
from storm-damaged Kings Farm 
junior school. 

Mr Mick Beckwortli, head of the 
•education department's building and 


sites section, said: “Complete roofs 
have been ripped off ana buildings 
have been obliterated. I was told that 


at least one school had been lost but 
that has not been confirmed." 

All schools in East Sussex were 


closed on Monday to give the county b 
“ breathing space. A county spokes- 
man said: “Communications are still 
problematic so the decision was mode 
to avoid complicating matters unduly 
and to give time to assess the position. 

He added that some primary schools 
were using village halls for classes 
while repairs were being carried out. 

By comparison, West Sussex 
escaped lightly. Only 18 of the county's 
30k schools were wholly or partly 
closed. The main problem was power 
cuts and the county asked parents to 
telephone to check whether schools 
were open. 

A storm damage unit was set up by 
the Inner London Education Author- 
ity the morning after the hurricane- 
force winds hit the capital. Co-ordin- 
ated by Mr Neil Fletcher, 1LBA 
leader, and Dr Bill Stubbs, chief 
education officer, the unit wns led by 
the authority's architect, Mr Brian 


Iture dear fallen trees from their unit at 
Noble. 

In Lambeth, one of the ILEA’s 
worst-hit areas, nearly all schools were 
closed on Friday. But in the outer 
London borough of Hillingdon, chil- 
dren did not even attempt to arrive for 
lessons. All the schools were shut for a 
teachers' training day. 

• The severe floods which hit west 
and north Wales over the weekend 
have wreaked havoc in Dyfed. 

Carmarthen bore the brunt of the 
disaster. The town was totally cut off 
on Monday and, although Ine flood 
water receded by four feet on Tuesday, 
all schools remained closed. 

Surrounding rural areas faxed a little 
better. Although some schools were 
closed, the majority were working 
normally. 

Pupils in other parts of the principal- 
ity affected by the floods- north Wales 
and Powys - have not been troubled as 
it is their half-term. 


Male abuse and harassment 
keep girls in their place 


PROFESSIONAL 
ASSOCIATION 
OF TEACHERS 


A horrifying picture of mule violence 
against women and girls in mixed 
jwonaanr schools was presented by 
« i.k!) Mohony, a lecturer at Gola- 
jmiins Colicgo, to a conference in 
Lewis last weekend. 

Ms Mahony claimed that schools 
male sexual violence ns an 
part of classroom life. She was 
T-Nngat a conference organized by 
L««ra Women's Committee with 
me support of teachers' unions. 

J® 8 ** ago when she began her 
‘rwch into under and education, 
Birls lacked equal opporlu- 
wsoecause they were "marginalized 
fiS« c ^ ssr , 00m ,a lk. physical space, 
5* ■S?* 1 * )?** flncI from large parts of 
‘Wmale-oncntated curriculum". 

I u *°. u . ns * S ^ C thought, were not 

I ^' hutat least straightforward. She 
| her student teachers to 

.toter, non-sexist materials 
lo derise strategics to distribute 
cl «» time fairly. 

whcn she began to assem- 
mafdrn I for. her book, School for 
Sift ffw, *he realized: “My 
••viSSJ la 4 been monumental. " The 
learP '■ from girls and women 
that the real problem 
™rai*ment and violence. 
Rudv ifi frora * wialler research 
BraunH r form of schools in and 
where ,cac hers were 
■hlES! n $ improve equal dpportu- 
***!*» *h°wed there was sriU a 
Picture of male violence, 
.^xuai ttsiuiL though not a com- 
fchboi* mixed secondary 

.^“dequately. One teacher 
tauahv i? ree . Mri-year boys who 
assaulted & second-year girl. 

D «aasr a Ji 0 P y c ? m . mcnied: * A 
ttui J*Li bammed to all pupils: 

sqggaaaiteSs 

l^scSbol does nop merely 
hue lively 


by Diane Spencer 

Another teacher complained to her 
of the “heavy teasing" that goes on in 


ui mu iiviivy luiiaiug Him fcw- mu ■■■ 

corridors, which could mnkc the day 
wretched far girls. "Boys,” she said, 
“grabbed brensts, pinched bums or 
took things from girls so by tho time 
they got them back they were late for 
lessons.” 

Verbal sexuol abuse wns also com- 
mon. One group of girls compiled a list 
of 200 offensive words used by boys; 
"slag" was the most common. 

Women teachers, especially the 
younger ones, “are constantly re- 


minded by iwys timt .1^ identity Is 
primarily sexual, not professional . A 
male teacher told her: “There are 
certainly 'no go' areas for women staff 
in corridors". A woman teacher talked, 
of boys "blocklna a corridor, cat-calls 
and sexual gibe*" . 

Maleteachers were not blameless 
either. She died a report from Birm- 
ingham, which complained of wide- 
spread harassment of women teachers, 
especially by their male superiors. 

From nerown research, she heard of 
a 12-year-old girl who reported that Mr 
X had entered a room wbere.several 
girls were changing for a play. UWnk 
he must have had something to drink 


‘cos he kept looking at us really fenny 
. . . staring at us . . . well at our tops 
and he snidsomething nbou t being well 
developed." „ , . 

Some male teachers still regard girls 
as subservient. A 15 -year-oJdwasTold 
by one to pick up some rubbish at the 
end of n lesson . •'You’d better get used 
to it as it’s good training for later on," 
he said. She replied that he was sexist 
and walked out. ‘ "• 

Girls only rooms and groups could 
be helpful, she said, as Tong as they 
were set up with the support and 
understanding of the pupils and staff, 
in one school the girls only room was 
popular, but some of the male staff 
misunderstood the reasons for it. They 
thought girls needed to be quiet at 
certain tunes of the month. 

Male teachers should play their part 
in changing boys’ attitudes and be- 
haviour; women could not fight the 
battle alone, Ms Mahony said. • 

• A woman teacher has been awarded 
record damages for sexual harassment 
and a public apology in an out-of-court 
settlement from her former education 
authority, Hampshire County 

^MriDlane Brown, who was head of 
modern languages at Frogmore com- 



munity school; Yatejey, suffered pro- 
longed harassment, including abpiive 


Association. , 
the union decided 


XJIC Igllll/Ji -’1 ■’■TO r f |L* 

the problem- Just before, last .week a. 
hearing was due to take place, the two . 
sides settled for £7,000 compensation 
and an agreed “declaration and 

apology sl ’ a t emC nt acknowledges that 
She was subjected to sexual harass- 
ment which amounted to unlawful sex 
discrimination fa breach of the J£73. 
Act, and that she "suffered greafly as a 
result", for which the authority “unrer 

^rvfldlyai^lo^-MrtBro^left 


irrev: • 1 




PATsaya... 

Professionals don't count their hours and flli in 
timesheets 

PAT8ays. .. 

Teachers must not allow the contract of 
conditions of service to define their professional 
role • 

PAT says ... 

We now know what a teacher may be required to 
do, but that leaves an Important question to 
be answered . . . 

What ought a teacher to do In order to 
*. operate as a genuine professional? 

PAT Is working to construct an extensive and detailed 
professional code for teachers to set beside the . 
contract of conditions and to guide the profession at 
this time. Why not join in that great and historic 
exercise? 

If you join PAT now, you may do so at a special 
8ubsctipti6n rate and you will not make any further • 
payment until 1990... 

Full-time teachers and lecturers £50 

Teachers and lecturers in their 
first three years of service £25 

Part-tlmeteachersand lecturers' 

(half-time or less) £20. 

One payment now will see you through to 
tfieend of the eighties! 

Write 1 ' for friemb&rship details and application form to: 

• PAT ^ ‘ 

Dept. EW- ■; 











THE TIMES EDUCATIONAL SUPPLEMENT n ^ 


• -h i! 



• > 

■ v 

1’ .v >. 

1 V 


i 'j ■' .s 

tf-r 


•• • I 

9 I , • 

I 

i-ftf 




In the face of creeping privatization, 
what price Government promises on 
fees and charges? Richard Pring 
believes actions speak louder than 
words can ever do 

Free. . .to 

those who 
contribute 


‘ The Government remains firmly 
committed to the principle of free 
school education established by the 
Education Act 1944, - That, at least, is 
what the recent consultative document 
Charges for School Activities says. 

But is the Government “firmly com- 
mitted"? That, of course^ depends 
upon what you mean by “free school 
education" - upon what services 
should or should not be paid for, upon 
how much parents should be expected 
to contribute (to maintenance, to 
books, to the “extras"), and upon what 
'ewl o f resourcing the Government 
regards as adequate fc>r those Unable to 
buy meitteeWia out tit the malhtairied 
system. And there is enough evidence 
to show that a Government, which can 
seriously contemplate privatization 
within the prison service (no doubt in 
pursuit oF the admirable objective of 
extending home ownership), is less 
firmly committed*’ than it cares pub- 
licly to admit. 

The difficulty in challenging this 
Government statement lies in the 
complex and often subtle ways in 
which “free education" is being under- 
mined r-tlte ways in which the system is 
becoming “privatized" without, of 
course, that word being used. But we 
are already well down the road to a 
privatized system,, with the commit- 
ment to “free school education 1 * only 
as a safety net for those Who are too 
poor, top stupid* or too immoral (the 
words of the dentist who first treated 
me when I camo to Exeter) to purchase 
a proper education for their children. 

I was first made aware of what was 
happening seven years ago In a con- 
versation with a distinguished chief 
education officer who told me how 
deeply rooted in Government, espe- 


including education. The suggestion 
seemed -foolish at the time, though, 
nonetheless, worthy of closer scrutiny. 
What emerged upon investigation was 
® s ]y“ from the free education of the 
1944 Education Act, as that was gener- ’ 


j ,, nib uuiu , 

the daily experience of teachers who 
do not nave the money for necessary 
materials and books. 

. The consultative document puts In 
impossible list of categories, for which 
it would be unlawful to charge, “the 
cost incurred ... in maintaining the 
school premises" and “in making and. 
maintaining an adequate provision of 
books, equipment and materials for 
the education provided In the school” 
But we know: (1) that many schools 
now are in such a dilapidated state that 
learning suffers, (2) that decoration 
depends on a transfer of teachers* 
activities from teaching to painting, 
and (3) that schools simply cannot 
provide the books and materials that 
they judge essential to offer a basic 



fSSRE t>v:v 

tejS , 

v - 1 ■ 



ally understood, to an education, the 
quality of which depended (and was 
expected to depend) upon private 
means. 

First, there was (and increasingly is) 
the public support for private educa- 
tion (through tne gradual extension of 
the Assisted Places Scheme which 
provides 50 per cent of the places in 
some private schools, and through the 
various tax and rates incentives); 
second, there was the private support 
rapected for public education through 
the various ways whereby parents pay 
for lessons, books, materials, and 
maintenance of the schools or whereby 
' Sponsorship andcovenants are sought;, 
third, there was the impoverishment of 
the maintained sector such that pa- 
rents cither decide, often reluctantly, 
that they must buy education for their 
children (though aided by the Govern- 
ment in doing so) or dig deeper into 
their pockets to supplement what, 
under the 1944 Education Act, they 
might reasonably have expected the 
local education authority to provide. 
The Government, of course, denies 
this impoverishment of schools or, if it 
does exist, blames l.e.a. management. 
But there is something Orwellian in 

thp mnfract hakna&n * _ « 





^7. am-***; 



Poverty (rapt Tree school education 

education as that is being formulated 
by Government and HMI documents. 

A recent survey by the Campaign for 
,h f c Advancement or State Education 
or 80 schools in one l.e.a. revcHled a 
woeful tale of inadequate resourcing 
teacher-time devoted to money-raising 
\ 'teaching, and poorly main- 
tained buildings that at times were 
deemed dangerous. Figures from the 
Edurationai Publishers’ Council 
(1986) showed how the public sector of 
education was falling dramatically be- 
hind the private sector In the provision 
of books. Private boarding schools 
spent £129 per pupil on books and 
equipment in 1985- almost three times 
the average for state secondaries. In 



may become little more than a safety net for the poor 


educational policy. But that would be a 
mistake. The dentist referred to curlier 
saw the dependence or education upon 
public funds to be a kind of moral 
disorder. Free ediicution was neces- 
sary for the poor and the stupid, and 
for professors or education, who. If not 
poor or stupid, were certainly im- 
moral. 

To benefit from the free education 
provided by the stnte was to be a 
parasite; one had failed to accept the 
responsibility of parenthood. And in- 
deed this was how one Secretary or 
Stale saw it. Mark Carlisle, shortly 
after relinquishing office, spoke ut a 
prize-giving of an independent school: 
I am old-fashioned. enough to believe 


^ A Government which can seriously 
contemplate privatization of the prison service 
is less firmly committed to free school 
education than it cares publicly to admit 9 










maintained primary schools, averaee 
spending ro» 70p in 1984/85 to £26 plr 
pupil - compared with £45 in prepara- 
t0 7 d „ a y spools (an increase of E19) 

pend i tu re policy demonstrate the un- 
saftsfactory rerouting of our schools. 

therefore, the firm commitment to 
freeedneatlon as it Is reflected in “not 
charging for adequate provision of 
books, equipment, and materials" de- 

and parents think.. The point is that’ 
2'5'IW increasingly double, 
standards - the standards for.’ those 
who ate in receipt of the “free edica- 
tfon thauhe Government is commit-' 

X to :J!5 d n he s t andards f°r those 
who, with Government encourage- 
ment, buy their way out of the “free 
education - either iq the Stale-subsfc 

Tills gradual privatization of the 
jarnfained sector could be seeniaa no 
regrettable response to' 


that not only Is it one’s own responsi- 
bility rather than that of the state to 
provide for one's own family, but that, 
if one is fortunate enough to do so, it is 
. one’s right and duty”. 

Furthermore, paying for services is 
regarded as more than a moral duty. It 
Is seen as the way in which standards 
are to be Improved - not because it will 
more money to education (over- 
all it will bnne less since the poor, the 
foolish, and the immoral - and there 
are a lot of them - will not pay and will 
in consequence have less invested in 
them) but because "standards rise as 
market forces begin to operate", and 
market forces require the kinds of 
choice that ultimately require fee- 
. payma consumers. .. - 

' Mi ^e-paying will no dqubt be 
enhanced by State subsidy. The Insti- 
ina recent Business 
• Leaders Manifesto advocated edtica- 

?ts r S r p - arfl r ts to u « : fe part 
- of fees m the private sector. 

And. Inls. of course, is but one aspect of 

place in no dan’ t* t»nd 




rc fleeted more subtly In the chan: of 
language. The head of a largtW. ' 
finuncinl management centre (sorry, ■ 
comprehensive school) referred to his 
school as a state-subsidized indepea- 
dent institution. And standards be- 
come the function of “consumer 
choice" on mi “open market". 

Put in that context, the commitment 
to “free education" needs to be treated 
with caution. 'Hint commitment, If to 
bo believed, needs to be spelt out In 
terms of acceptable standards in 
maintenance of premises and in the 
provision of resources. It needs to say 
much more about the "central core of 
school education" which is to be 
protected from charging, especially ut 
the arts, in residential experience, in 
field trips, in physical education, and 
in the many activities which teachers 
and parents see to be essential In the 
improvement of standards. - 

And, above nil, that commitment 
together with some charges must not 
be seen (as the document would oav? 
it) to be already reflected in "pigjg J. 
practices”, for those practices aBV 
radically from l.e.a. to l.e.a., ai»w 
many cases they demonstrate a 
commitment to a free education tb“ 
will meet the needs of all children 
according to age, abili ty and aptltuo^ 

Richard Pring is a professor of educa- 
tion at the University of Exeter. 



,-ir 

-private: 


piPTJMES EDUCATIONAL SUPPLEMENT 23. lQ.gy 



Freephone for cash 

Teachers in Hertfordshire are getting 
uppity because County Hall is not 
paying them enough. Actually it's not 
paying its supply teachera at all but 
llefs another tale. 

No, no, this isn't another anti-Baker 
story, ife about local authority ineffi- 
ciency. There are not enough ataff to 
cope and the pay slips are getting into 
a muddle. 

So fed up are county hall staff with 
irate teachers Bhouting at them that 
they have set up a special telephone! 
’bee line" complete with hapless 
officer to take the brunt of complaints. 

Problem is he's cracked under the 
pressure and is telling complainants 
to stop moaning and look on the bright 
side, "After all," he is Baying, "you 
have to admit it's a good way of saving 
the county money." 

L’eau point 

This is in the way of an advance 
warning, Next week's TES could con- 
tain fewer "scoops" than usual. This is 
because a week on Sunday the cream 
of our staff are running in the great 
H£A half-marathon. 

Ho Ife not our protest at optfng-out 
hd i contribution to Crisis at Christ- 
wm, the charity which provides some 
.yuletide solace for the homeless. 

«8 the brainchild - the run not the 
W-OlILEA chief BUI Stubbs who 
vmsSui the hill distance himself and 
w* Issued a challenge to thousands 
teachers, and us, to join 

'■^problem - how can I put this ? - 
eawegme of us aio not as fit as we 
be. It's easy for teachors who 
S r l ? un *fe ,0 have an active job 
Ef keeps them on their feet for 
***** dways on the move. 

alas, are forced to 
ipWK>urB having long lunches with 
utSEfV* “k* <0 spend evenlnga In 
houses with “contacts". We 
time for exercise. 


Doug Me Avoy: some see him as 
too much of a tub-thumper 


Boh Richardson ; a possible 1 

«.«> si unn Hviiunn secretary i 




| flood cause. 

bJJSJ® 18 Providing three half- 
**■» ru ?f}® rs H 12 member 


I Si 3, .J’ e < acher8 1,1 I*°ndon will be 
Sr® ow ™ but not so all 
and “contacts" out 
^^who will be going hungry next 

uoftlli"* ,Q d° I* send a cheque, 
*35Si??5J or 0ven used notes to 
PtKvfc™ Christmas", c/o The TES, 
ECltt John's Lane, London 

4BX. Thank you very much. 

left out 

*0° we reported from 
or jj^yjtoity conference in Bright- 
lesbian reception given to a 


^^^om-benoher Jack Straw. 

JfctTcJ wa were. The Assoda- 

Authorities (ft really 

Authorities as the 
^ttJOtoup in arms at the 
^J^Wd by Mr Baker. In his 

S^aT*. “ e ,e * lj to i n. and 

not the half of it. The 




family life 


Sfneone, preferably hh 
r.xm ALA S 1 !! J 110 comrades 


I 


? ttta ^ « iVH me oonuaoes 



Rebuilding after a buffeting 


The battle for the heart and soul of the 
country's largest teaching union - the 
National Union of Teachers - is now 
beginning in earnest. 

The next few months should provide 
several indications as to the direction 
the union - at present strongly in the 

K of n Centre-Left Kinnockite coali- 
- is going to take following the 
industrial action and dramatic loss of 
membership of the Inst few years. 

The union holds elections for its two 
vice-presidents - who then go on to 
become president - every two years 
and the contest for these two positions 
lifts just begun. 

Then comes the biennial elections to 
the union’s executive - which will also 
be held this winter. New executive 
members will take office next Easter. 

There is also bound to be increasing 
speculation about who will succeed the 
union's current general secretary, Mr 
Fred Jarvis, when lie reaches retire- 
ment age In two years' time. 

At present, it is difficult to sec how 
(be Broad Left's hold on the executive 
can be broken - but one or two signs of 
tension are now showing nmong its 
members. 

These surfaced recently when Mr 
Gordon Circcn, a former president of 
the union »nd someone who wns once 
seen ns u poicntinl successor to Mr 





How will the 

National 

Union of 

Teachers 

adapt to the 

brave new 

educational 

world? 

Richard 

Garner 

reports 


Jarvis, failed to win any of the union's 
key committee chairmanships. 

Mr Green is said to have lold 
colleagues that he is now nut in the 
cold because lie is considered to be too 
much to the Left of tha Broad Left 
coalition. 

Tliis poses an interesting question - 
if the Broad Left do retain control of 
the executive, how Brand or how Left 
will the new coalition be? 

Most people in the union -including 
members of the Socialist Teachers’ 
Alliance who have in the post allied 
themselves with the Bcnnltc faction of 
the Labour Parly - believe this Is the 
wrong time to campaign for industrial 


action against Mr Kenneth Baker's 
proposed education reforms. 

But the STA and strands of the 
Broad_ Left feel the union should 
intensify its war of words against die 
Baker proposals. 

Whatever the outcome, it looks as if 
the union will be" largely amassing 
educational arguments against the Bill 
rather than industrial ones and that 
could be a consideration when they 
come to pick a successor to Mr Jarvis. 

The obvious candidate to succeed 
Fred Jarvis is his deputy, Mr Doug 
McAvoy, who earned his spurs at the 
outset of the teachers' pay battle and 
showed that he could be a tough 
negotiator during the lengthy pay and 
conditions talks in Nottingham and 
London lost year even though the 
eventual agreement was rejected by 
the Government. 

However, there are those who argue 
that - although he has actually worked 
as a teacher while Mr Jarvis has not . 
- he has come across as too much of a 

J irofessional trade union tub-thumper 
n the Clive Jenkins' mould. 

This view is associated with the 
“young Ttirks'' in the Broad Left- who 
wore so spectacularly successful in the 
committee chairmanship elections 
where the organ izatfonaf skills of Mr 
George Wiskin, the Broad Left orga- 


nizer, saw Mr Jim Ferguson, from 
Liverpool, Ms Pat Hawkes, from East 
Sussex, and Mr Ken Bore, from Hum- 
berside, take the key positions. 

The younger, executive members 
would favour a “caretaker" general 
secretary who would be succeeded by i 
one of their representatives. Mr Bob ! 
Richardson, the veteran of many bat- I 
ties in the Inner London Teachers’ I 
Association (1LTA) and a former 
president of the union , is one man who 
might be approached to assume the 
leadership temporarily. 

Of course, Mr Jams still has some 
time in office so this campaign will be 
fought out well after this winter’s 
elections have been and gone. 

Unusually, the best-organized 
groups in the union - the Broad Left 
and the STA - have ended up with, 
more candidates than posts in the 
vice-presidential elections. 

However, the executive elections - 
for which battle begins in earnest just 
after Christmas - are likely to provide 
a better indication or the union's future 
political complexion. 

And - even after the results are 
known - it may lake a few weeks of 
lobbying the election victors during 
executive meeting coffee breaks at 
Hamilton House before (lie new 
balance of power emerges. 



Science spokesman this week ■ gave a lions' talks, and by negotiating heads 1 
cool response to (he newly-agreed for- and deputies* solaria through a special 


Acronym 



sub-commlltee. 

: A DES spokesman said! “The Sec- 
retary of State is looking at the propos- 





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■ 


NEWS 


THE TIMES EDUCATIONAL SUPPLEMENT a ^ 


Reform BiU 


will stifle 

invention 

-Wragg 

by Jeremy Sutcliffe 

Government plans (o reform state 
schools will lead to the creation of a 
new “dependent sector" in which indi- 
vniuaiisni and Inventiveness will he 
stifled, according to Professor Ted 
Wragg, of the school of education at 
Exeter University. 

He told teachers in Birmingham that 
the current proposals for a national 
curriculum were "too highly directed" 
and reflected a mood of repression in 
the country. 

And he warned that teachers and 
children must not become “cowed and 
conformist" because of an over-pre- 
scriptjvc, and excessively narrow 
education system. 

Professor Wragg was addressing the 
National Association of School mas- 
ters/Unlon of Women Teachers’ 
annua! education conference. Earlier, 
he predicted market forces would 
force the majority of schools to opt out. 

The first few would be grammar 
schools or ones with a mainly Muslim 
roll. Some inner city schools would opt 
out but the great bulk would be In the 
well -off areas. These schools would be 
able to raise funds from parents which 
would makcopting-oul attractive. The 
Government could then set up consor- 
tia of direct grant schools, earmarking 
theln extra grants for special initia- 
tives. 

Such schools would do well finan- 
cially, in contrast to many neighbour- 
ing. local authority schools. There 
would then be a tush of schools 
applying to opt out, leaving I.e.a.s 
to run a rump of poorer schools. 
FmaUv the I.e.a.s would be “killed 
P™ the Government would pre- 
tend all schools had become private 
schools in the hands of their commun- 
ity. In reality, the Government would 
nave created a two-tier system of 
independent schools, free to decide 
their own rules and curriculum, and a 
dependent sector, directly controlled 
by Whitehall. 

Such schools would be bound by a 

hiahlv HlrAflarl I l__ • 



Facing the future: Kenneth Baker discusses his ; 
Dingle, Liverpool, during a film report wide 


presented for Channel Four News on Wednesday 


CASE leader chides heads 
for negative view of new Act 


IN BRIEF 


Lecturers hold 
one-day strikes 

London, the West Midlands and Wes 
Sussex were taking pan i n a wa JI ® 
one-day strikes this week, as paittf! 
pay and conditions dispute. 

The lecturers’ union is in dispute 
over the employers’ offer of 4 per cem 
from Apnl I, plus 6 per cent, froni 
September. The offer depends on 
lecturers agreeing to work an extra 

2M.ou?vS: “" d “ 6 TOxi ™ 

Anti-racist advice 

Headteachers are being “stronelv 
advised ' by their union, the National 
Association of Head Teachers, to 
adopt an anti-racist policy for their 
schools. The NAHT has issued its 
members with a "model" policy which 
could form the basis of a statement to 
be included in their schools' brochures 
as well as for staff guidance. 

"Hie document says all forms of 
racial abuse should be taken seriously 
with incidents recorded. Racist sym- 
bols, badges and insignia on clothing 
and bags should be forbidden in school 
and graffiti removed immediately. 

School Radio 

Plans for the BBC's rndio education 
service were announced bs The TES 
went to press. As expected. School 
Radio nroerumnics will originate on 


are not careful we could be feeing 
something like the Chinese Cultural 
Revolution, " he said. 

But he asked teachers not to be 
, pessimistic- The Government faced 
, strong opposition from Tory MPs, the 
House of Lords and parents. 

• The NAS/LTWT could vote at its 
annual conference next year for a 
change of name. A. move by the 
Kingston' upon Thames association to 
re-namc tho union the National 
Education Union is likely to get the 
support necessary for the issue to be 
discussed. 


The president of ifhe Campaign for the 
Advancement of State Education sur- 

e nsed an audience of heads this week 
y warmly welcoming some clauses of 
the 1986 Education Act and chiding 
them together with teacher unions for 
their hostile reception of the new laws. 

Mrs Joan Sallis told a conference of 
heads, deputes and local administra- 
tors, organized by the Industrial Socie- 
ty, that many heads had approached 
the new legislation with a negative 
attitude. She said some heads could 
not conceal their glee when they told 
her how few parents had turned up at 
the meeting to elect pnrent-governois. 
l got the impression that they wanted 
to prove something," she said. 

Mrs Sallis conceded that the Gov- 
ernment had introduced the new leg- 
islation too quickly and said it would 
have been belter if each school had 
been allowed to develop its own rime- 
scale. All the same, if heads had put 
tneir minds to making it successful, 
Uke they do other events, it would have 
been more successful.' 1 She added- 
Some of the invitations to meetings 
sent out by heads read like a rate 
demand"; , 

She also criticized the teacher 


by Bert Lodge 

unions: “They wanted their members 
to boycott the meeting even if they 
were invited." 7 

Mrs Saliis said the whole education 
system saw the new Act as nn attack on 
local government and the professional- 
ism of teachers. Yet it was part of a 
lengthy series of efforts to find the 
right mechanism for schools. No cohe- 

»Sff pw " n,edto * ob - k 

The CASE president remarked on 


A a Radio 3VHF. Repeats and continuing, 
[¥T f\ education programmes will go out on 

yy jLA ■ ■ Radio 2 medium wave, which is to be 

r T i. JLV'l' developed ns an education/children/ 
spurt sen-ice. 

There will be no changes before 
1990 nt the earliest. In the mcantlmr, 
educational programmes will caotkse 
on Rndio 4VHF. The BBC is comnlt- 
ted to keening educational broadas* 
ii turn that cntliuMusm 1,11 VHF. However, current plans ta 
1986 Act to work?" she mid-morning slots of onc-nnd-a-half 





iEEEITTT 


i also criticized teac 


the enthusiasm with which heads 
approached the question of appraisal. 
"Why don’t you turn that enthusiasm 
into getting the 1986 Act to work?" she 
asked. 

She said that no piece or legislation 
had ever offered hends so much hope 
of genuine authority. Yet some heads 
appeared contemptuous of their gov- 
ernors, some dismissive and others 
patronizing. “It Is important to create u 
climate or expectation for school gov- 
ernors. A good head cun give them 
lids. ’’ 

The Act hnd brought locnl nuthority 
domination of school government to 
« n end, she said. Heads could now 
build effective relationships with their 
governors. But structures must be 
created for the new governing bodies. 
She was not in favour of the informal 
arrangements for governors coming 
into the school at any time. 

She thought it better to allow gov- 
ernors to communicate more freely - 
perhaps uncensored freedom on the 
school's communication system. 
Another idea she commended was 
giving governors a specialist area to be 
concerned with, such as sport or art. 
A Contempt for Parents, page 24 


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v.iNTr 


The Arts Minister Mr Richard Luce, 
is embroiled Iri a bitter wrangle with 
librarians following his announcement 
last .week that libraries' would have to 
charge .for services other thin the 
lending of books. •• 


by Barry Hugill 


Efi 


miu-inurninc slots or onc-nna-a-nau 
hours on Radio 2 signify a dally 
reduction in School Radio of half an 
hour. 

PACE threat 

A right-wing pressure group, the 
Parental AHiuncc for Choice in educa- 
tion, is to take the Government to (he 
European Couri of Human Rights ini 
ense which could undermine multi- 
cultural education in schools. 

The group is supporting the penis 
of 24 Dewsbury children who are 
hauling to send them to the school of 


i rmz 77 mm y *,wr mi -■ - l 


middle school where 85 percent of the 
children are of Asian origin. 

PACE believes the European Court 
should force the Government to act 
against Kirk lees education authority to 

S iarantee parents the right to haw 
eir children educated in line with 
their religious and philosophical co^ 
victions. . i 

Project support 

The Government is to award £326,000 
towards evaluation of a project w 
bring the , controversial wnductiw 
education method to Britain. . 

The evaluation team, to be hea«ea 
by Professor Ray Cochrane of Birin- 


expenditure on books is authorities' 
deading' to spend more on other 
material - video and sound recordings 
for example”. . 6 

Mr Luce has raised the spectre of 
privatization by insisting that “basic 


S : U f C ft a B uarantce would 
only be made if Government plans to 
seil Uie mpst popular, libraries to the 


toying th6 blame oft , ...* „„ 
9he posable fortbl^deijifie in 


effectiveness of the project - the 
to be mounted by the Blnningnanj- 
based Foundation for Conductive 
Education. 

11-plus protest 

Last week hundreds of Northern ht- 
land primary teachers refused to°rgr 
nize the 11 -plus transfer tests, 
protest against selection. The 1W“ 
pupils were supervised instead Jy 
outsiders, retired teachers Li 
volunteers. The action, begun in iw 
by the Irish National Teachers 
mzation, was joined this year by 
Ulster Teachers' Union. 

ELEA asks for n»|® 

Hie Jntier London Education Apt w 
ity has asked. Mr Kenneth Bakf/g 
reconsider his decision W him I ■ . 
expenditure for 1988/9 to £955 ndg 
. TWs year’s budget is £1 JW ra l“L 
and Rosemary Nicholson, 

shortfall is £163 million. 1 


mr TIMES EDUCATIONAL SUPPLEMENT 23.TOB7 


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Sarah Bayliss visits a flourishing primary teacher-training course at Durham University 

Tradition gives 
way after a 
small revolution 


Last term Sarah Clough was sur- 
rounded by under-fives vuhile working 
as a nursery nurse. This term she is in 
quite different company, studying for 
nn honours degree In education at 
Durham University. 

Sarah left school at Ui with a small 


clutch of O levels, not including maths. 
Working in a nursery school near 
Bristol, she realized that promotion 
prospects for nursery nurses were 
limited and her ambition grew to train 
ns a teacher. 

Looking back, .she recalls that 
Durham was the only institution, out 
of a long list of colleges and universi- 
ties, which encouraged her to apply. 

"I was really surprised when they 
said they would consider me. I had 
found everywhere else quite off-put- 
ting and nobody seemed interested in 
my experience with children." 

Some institutions told 22-year-old 
Sarah she was "too young* 1 to be 
classed as a mature student or to be 
considered without the conventional 
entry qualifications. (As it is, she does 
not qualify for the mature students' 
grant supplement until she is 25 and in 
her final year). 

Meanwhile, motivated by Durham's 
interest; Sarah passed O level maths in 


three months, in order to meet the 
minimum entry requirements. She also 
had to supply examples of written 
work from her nursery nurse training 
course. 

A university concessions board 
approved her case and after two inter- 
views - one at the education depart- 
ment and another at the university 
college of her cholcc-slic was guaran- 
teed a place starting this October. 

Sarah is one of La mature students 
on Durham's new BA honours degree 
course in education for intending prim- 
ary teachers. The four-year course has 
90 students in the first year - three 
times the number who were on 
Durham's former primary BEd. There 
were more than four applicants for 
every place. 

Durham's school of education Is one 
of three in the country where primary 
teacher training is expanding. The 
university created a chair in primary 
education - the second of three in 
Britain - and appointed David McNa- 
mara as its new professor. 

Since his appointment in January he 
has stepped up the pace of a small 
revolution in teacher training at one of 
Britain’s oldest and most traditional 
universities. 





Professor David McNamara: once a mature student, he Is keen to encourage older applicants 



FRE 




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Durham is not unaware of the need 
to change with the times. More than 40 
per cent of its undergraduates still 
come from independent schools and 
proportionately few students have 
been brought up in the north-east. 

Dr James Barber, the pro-vice 
Chancellor, was formerly at the Open 
University and is aware of the con 
tribution mature students can make. 

We as a university are committed 
to the idea of getting a strong intake 
across the board, from all sectors of 
education. But these thing? take time 
and we've got a long way to go," he 
said. 

In fact , the school of education - like 
all teacher-training institutions - has 
been under outside pressure to change 
its style and courses as fast as possible. 
What makes Durham unusual is that 
David McNamara has welcomed these 
pressures and supports the "much- 
maligned" CATE - the Council for the 
Accreditation of Teacher Education. 

His instincts and experience tell him 
that “CATE is right". The CATE 
criteria, opposed by many teacher 
trainers, have, he says, "led to the 
development of a leacher-tralning 
programme which both enhances the 
status of primary teachers and pro- 
vides distinctive and relevant vocation- 
al preparation". 

One of the most unpopular criterion 
was CATE’s Insistence that. In future, 
students should take a subject for iwo 
years at “a level appropriale to higher 
education". 

However , Professor McNamara - an 
educational researcher as well as a 
former primary teacher -supports this 
idea. "It's particularly important that 
Intending primary teachers should 
have the opportunity to study subjects 
rigorously and in depth and not be 
offered special courses because they 
are becoming primary teachers,’* he 
says. 

He is convinced that If the two years 
of subject study is properly integrated 
into a university, it could dramatically 


raise the status of eduention students 
and of the primary teachers they 
become. 

“A problem besetting all primary 
qualifications," he says, “has nlwn 


I 'JhTi If ■TT TTT Ttj ra I iffl 1 t iTiTTTT' H I ( 


rent from and of a lower quality than 
'proper' degrees". 

Five newly-enrolled students I met 
at Durham were attracted and con 
vinced by this new course require 
ment. Mariun Irving, a 4 1 -year-old 


aptitude for maths while she was 
taking an Open University foundation 
course in technology. 

“I'm really pleased she said, "to be 
studying alongside other mathemati- 
cians. If I was just studying maths for 
education I'm sure there would be n 
cut-off point - we wouldn't go Into the 


Primary Index 


Parental choice 
Fours in school 
Pre-school bilingualism 28 

Children's literature 29 

Language learning project 31 

Time-worn mistakes 45 

same depth. 1 feel like I'm taking a 
maths degree but I'm also committed 
to applying it to teaching in the 
classroom.' 

Qeoff Aldrcd, BA admissions tutor, 
points out that the science “scratch" 
courses Durham offers all undergradu- 
ates are an excellent starting point for 
intending teachers, “One of our 
advantages is to provide a back door 
into the sciences . 

An essential part of the BA is the 
education component - an “applica- 
tions" course which from the first term 
helps students tb apply their subject to 
the school curriculum and "to under- 
stand how their own experience of 
learning can be drawn on to help pupils 


make sense of theirs 
During the first two yean, the 
students will spend up to one day s 
week working with other education 
students. The Easter term includes & 
fortnight of intensive attachment to a 
school. 

Once students hnve taken Bud pas 
sed exams in their chosen subjects 
the same exams as other undergrade 
ntes sit - they concentrate for the next 
two years on applied education, cduca 


There arc regular day visits to schools 


EH . - t *- < ■' t t J 1 f 1 1 ■ I >•» i # If *1 


plus extended teaching practice culmi- 
nating in an eighr-wcex session tfct 
the (mat exams. 



Ann Mason, n former hcadtestto 
from the Loudon borough of Tower 
Hamlets, has been recruited to 
Durham with a brief to superrise 
touching practice. She is one of an 


teachers without the help of seboot 
But if schools nre encouraged to tnintj, 
of it ns a reciprocal process, they 
gel the benefit of students' idea? and oi 
our experience." 

Schools which show wiflbMJ 
being asked to take “multiple place- 
ments" so that a group of studeals wife 
a tutor supervisor can learn together. 

This gives tutors time to get to know 
the schools - instead of racing m™ 
one student to the next - and can R« 
several class teachers to get on wm 
their own work. iT p 

Ann Mason approves of tne lam* 
criterion specifying that 75 per cejjj 
students should nave normal 
qualifications as it Implies that « R 
cent can come from less convening 
backgrounds. This represents 
at a university like Durham, 

Mason and David McNamara, ma™ 
students themselves, can sce . 
advantages. . , 

The CATE criteria also reqgg 
education departments to pr°*! 
"professional updating" for tvs i s 
staff and to involve classroom teacne 
in the training of students. h 
And so, although the unlvegty 
facing financial cutbacks, CATC 
armed Durham's education «pan 
ment with powerful arguments 
getting more resources. BC _ l 






1 null*. VII UIW» -- 

readier -feu \ 

people think, ‘She nnist ab 
something else'.**- 1 


THF. TIMES EDUCATIONAL SUPPLEMENT 23. 10.87 


NEWS 


‘Enterprise’ future in store for students 


The long-awaited plan for the Man- 
power Services Commission to “vocn- 
tionfllizc" higher education was 
announced this week. Universities, 
polys and colleges will be offered up to 
£| million cadi lo provide training in 
management and business skills and 
work experience for all their students. 

The scheme, drawn up by the MSC 
on the instruct ions of the Government, 
aims to ensure that everyone studying 
for degree level or higher qualifica- 
tions gets the chance “to acquire 
competence and skills and develop 
attitudes and qualities appropriate for 
an enterprise economy . 

It is intended that the new skills 
should not be added as u "bolt on" 
course, but integrated with existing 
studies. 

The plan makes it plain that the 
curriculum, (caching styles, admission 
policies and assessment methods will 
all be affected. Moreover, institutions 
will have to bring employers into the 
planning and running of their courses 
and persuade them to pay part of the 
cost of the new programmes. 

The MSC is offering lo fund up to 


Ko J £ 1 Ck8 ?, n u epor ! 8 on the MSC's proposals 
for making higher education more vocational 


three-quarters of the cost of estab- 
lishing these “enterprise programmes” 
in each institution over a period of five 
years. A condition is that the remain- 


ing quarter of the first year’s cost, 
rising subsequently, is raised from 
industry. 

Programmes can start in any of the 
next three academic years. Institutions 
which want to launch their schemes 
next September arc being asked to tell 
the MSC right away that they are 
planning to submit bids. Approaches 
from consortia of institutions, and 
even from organizations outside high- 
er education such ns groups of em- 


Straw tilts 
at national 
curriculum 


‘converts’ 


tnust provide a framework and not n 
strait-jacket, he said. Thtil framework 
Mato be widely agreed; there hnd (o be 
«n*uards against fanatical hijacking; 
testing fed to be diagnostic and not 


■“""fi had to be diagnostic and not 
“ropetlllve; children's special needs 
mqIo be covered; so had Britain's need 
or more linguists and scientists; and 
“• curriculum had lo apply to all 
™'dren. Including those in the private 
The Government’s failure lo 
jwudf (he Independent schools was an 
^rirMrdlnarily revealing omission”, 

Mr Bob Dunn, education 


minister, sparked off laughter 
fee audience when he said the 



-.v muinice wnen nr fraiu me 

'weriunenl proposals on open enrol- 
would cause "some" problems for 

They also laughed when Mr Dunn 





plovers, will be welcomed. 

The MSC expects to contribute up to 
£200,000 to each project, although the 
exact amount may vary in different 
years. No limit has been set for total 
spending, but the Government has 
told the Commission it must find the 
money out of its own budget. 


Mr Geoffrey Holland, the Commis- 
sion’s director, says: “Although the 
aim will be to support every high 
quality proposal, some selection 
might, however, be necessary to keep 
the programme within affordable 
limits." 

Bids, in the form of an “enterprise 
plan” will have to commit the institu- 
tions to continuing their programmes 
after the five-year funding. 

They will also be required to state, in 
addition to their organizational 
arrangements and their estimates of 
the numbers of students to be involved 
at the start, what the programme will 
mean for: 

□ The organization and content of the 
curriculum; 

□ The learning methods to be 


adopted; 
□ Oppot 


□ Opportunities for work-based ex- 
perience; 

□ Joint assessment with employers of 


its relation to final academic awards. 

In a paper to the Commission, Mr 
Holland refers to widening access as an 
area for improvement. He says enter- 
prise can often be developed more 
easily in mature students and those 
with practical experience rather than 
conventional academic qualifications. 
He warns that joint assessment will 
have to he taken seriously and not 
regarded as "peripheral or an easy 
add-on 

Sir Bryan Nicholson, the Commis- 
sion's retiring chairman, said on Tues- 
day that the programmes would be run 
in much the same way as the Technical 
and Vocational Education Initiative, 
through a body made up of experts 
from education and industry. 

The expert advisory body would not 
be chosen un a representative basis, 
but mode up of individuals with the 
appropriate expertise. He could not 
say whether there would be anyone 
from the Nationnl Union of Students. 

The university vice-chancellors and 
the polytechnic directors strongly sup- 
ported the principle of the new prog- 
ramme, Sir Bryan claimed. 



Key to the future; MSC wants students 
to develop business skills 


by Linda Blackburne 

Mr Juk Straw, Labour's eduention 
spokesman, made n damning ntiack un 
IneGownmcnl's national curriculum 
.proposals at & 250-stroug gathering of 
rtntionlstsat Warwick University on 
I'ednwday. 

Be said the Tories - unlike Lnhour - 
wre recent converts to the nationnl 
curriculum, addings "The problem 
will converts Is that fliclr zcnl con- 
wiuw their judgement. Mr linker's 
•mbllloii hus overtaken Ills intellect." 

Mr Straw's speech outlined seven 
for fee national curriculum. II 



1 Working under Pressure 3 Is a computer • 
assisted learning program In which students are 
placed In the role of gas pipeline planning . 
engineers. They have to make the decisions 
made by gas supply engineers In real life . 

Decisions such as optimum pipe diameters In 

relation to variable demand ; and where to locate 
compressor stations to keep up the pressure in 

the mains. w 

This is the first In a series of computer aided 
learning units called 3 Network for the Nation 3 , 
designed to focus on Britain's Immensely 
comply gas supply system. ...... 

The program meets many of the hetlorm- ■ 
criteria for examination boards offering Gust. 
Computer Studies, Modular JSc&nce&ndCDT ■ 
Courses. .W v • L ••• . 


: 'Engineering your gas supply 3 is a cdlour 
■ walfchart depicting the component parts of the 
gas supply system, featuring examples of real 
pipeline problems end their engineering 
' solutions, tfils would be a Useful addition to 
, Working underpressure 3 for physics, CDT and 
engineering classes, but would also be of interest 
. for geography and environmental studies. ' 

To order, fill In and post the coupon below to 
\ British Gas. Education Service, PO Box 46, 
Hounslow’ TW4 6NF. 


Ptease send me (state format and quantity. required): 


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23 * 10.87 




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“Baker’s revolution: success or failure?” was the 
theme of a conference organized by the National 
Council for Educational Standards at the 
weekend. Bert Lodge reports 


Boy son’s prescription 
for rebuilding morale 


Radical reforms in teacher training 
were called for by Sir Rhodes Boyson 
MP, former headmaster ami junior 
minister of education, at a'confercnce , 
in London last weekend. 

He told the National Council for 
Educational Standards that the BEd 
had not been a success and that a 
degree was unnecessary for junior and 
infant teaching. Tlic postgraduate cer- 
tificate in education was also super- 
fluous, he maintained, and he called 
for the return of the “practising 
school" attached to every teacher 
training institution. 

Selection should be reintroduced in 
secondary schools if excellence was to 
replace egalitarianism, he said. He 
welcomed the proposed national cur- 
riculum provided it did not become a 


strait-jacket. He was also pleased with 
the opting out proposals, provided the 
decision was not left solely to The 
governing body. 

Sir Rhodes, formerly head of High- 
bury Grove school, London and now 
Conservative MP for Brent North, said 
the morale of the teaching profession 
had collapsed over the past 10 years 
until some teachers in difficult schools 
would rather be at home on strike than 
in the classroom. 

The image of the profession had 
been damaged by the recruitment of 
poorly qualified and politically moti- 
vated students in the 60s and 70s. 
“Many of these new entrants were 
products of the 'polytrot* attitude of 
that time and now they resent the 
strong reaction against such values. 






. Moray House College 
of Education 

SCOTTISH CENTRE FOR 
EDUCATION OVERSEAS 


RSA DIPLOMA IN TEFL 
ONE-TERM 
FULL-TIME COURSE 

1 1th January - 
25th March, 1988 

Applications are Invited for this course from experienced teachers of 
English as a Foreign Language. Course content - Principles and 
Practice of TEFL to Adults. 

Further particulars and application form may be he d from the 
Admissions Office, Moray House College of Education, Holyropd 
Road, Edinburgh EH8 8AQ, quoting reference (R8A3) pm, 


OR AO , CAREERS COURSES FOR WINTER 1987/1988 


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4 December 
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They feci embittered failures political- 
ly, socially and even educationally. 

“These are the ones who look like 
third and fourth-hand garment shops 
on teacher marches, who have so 
dismayed parents and further lowered 
the prestige of the whole profession.” 

Pay was not the entire problem; 
there was need to reorganize intake, 
training and promotion. The three and 
four-year BEd had always been more 
of a status symbol than a professional 
necessity, he said. A degree was not 
required for teaching young children; 
the previous two-year specific training 
courses were quite satisfactory. 
Moreover, they attracted many intelli- 
gent applicants who, when the course 
was increased to three years, decided 
they might as well do a “proper” 
degree and so never entered teaching. 

Another obstacle io recruiting quali- 
ty teachers was the obligatory post- 
graduate certificate in education, Sir 
Rhodes maintained. It discouraged 
able graduates who were prepared to 
try teaching but not to spend a year on 
a course first. “Why not have an 
alternative two-year teaching proba- 
tion for graduates, who would be paid 
hill salary and be attached to a skilled 
teachertutor while the probationer 
attended evening and weekend 
courses on teaching?” 

At one time every training college 
had an ordinary school attached to it. 



Rhodes Boyson: calling for radical reform 

brought back for colleges and depart- no 
ments of education, where teaching 
would be carried out by stnff of the sc! 


would be earned out by stnff of the 
institution. They would be the equiva- 
lent of teaching hospitals, enabling the 
staff to keep their feet on the ground. 

Only teachers who had undertaken 
courses for heads of department, de- 
puties and heads at staff colleges 
should be interviewed for these posts. 

Selection, Sir Rhodes stiid. whs 
more important for the least able thun 
the very bright. “In mixed ability 
classes in mixed ability schools tlic 
least able will have most difficulty, 
however hard they try, and being 
continually at the boltom they will give 
up and contract out to save their pride. 
They know the present wnlcrcd-down 


no meaning in job terms.” 

Pupils should nlso Ire allowed to 
select courses which interested them 
nnd helped them get a job. This 
implied having u huge vnricty of secon- 
dary schools nt various levels o( in- 
terest. “It is selection just as much by 
pupils ns of pupils." The question of 
the appropriate age- of selection re- 
mained. 

A secret ballot of parents rather 
than governors should decide whether 
u school opted out of local government 
control. ‘'Governing bodies will be 
loaded by left-wing authorities and 
right-wing teachers will flee from iluw 
authorities so you will be left 
teachers and governors who will utu- 
rule the parents. Thm will not solve the 




told the conference. 

He was convinced that nothing 
would improve the recruitment of new 
teachers more than making strikes 
illegal. “The number of teachers leav- 
ing the profession increased vastly 
during the strikes and the unions lost 
large sections of theiT membership." 

It would also be necessary to ensure 
that teachers received rewarding con- 
ditions of service, he said. Competi- 
tion between schools for the mat 
teachers would Help to raise standards 
all round. 

Mr Rogers, chief master of King 
Edward’s School, Birmingham, saia 
that while industrialists .had regained 
their right to manage, the pdsitton'of a 
head in . a maintained school had 
worsened. “He jfc Certainly not master 
iii his, own. house. Above him is the 
local authority showering him with 
paper . . . even advising him which 
staff to appoint and making It extreme- 
ly hard for him to dismiss anyone . . . 
and thefe are some schools where the 


-Tri-w* - 

r'j f.rT- v . . 


i-l ' ; *• 


failed to rive them proper authority 
over recruitment, the curriculum and 
financial management. Mrs Thatcher 
was right when she said what is needed 
are “state Independent schools". 

Mr Rogers scorned the suggestion 
that there should be a majority of 
pments on governing bodies. ‘‘The 
naive assumption is made that parents 
will know best how to run (he school, 
which teachers to employ and dismiss 
and how to allocate resources. This is 
nonsense. Nobbdy would suggest 
appointing a majority of shoppers to 
tne boardof Marks and Spencer.” 
He suggested that to help schools 
become estate independents" they 
could be attached Initially to existing 
■ Independent educational foundations. 

Charitable status was important. “It 
■ ; has .a certain softening effect on irisitu- 
tions.” At the same time they could 
- raise capital for expansion. People 
would have to get used to the reality 
that fuhds from " central resources 
. would decline.: . 1 


i : *r , ' 


* 


vices v-ummissiun could solve inner 
London's education problems, M** 
Anne Sofcr said. . „ 0 

Mrs Sofer, chairman of (he SUr 
policy group on education and o tow 
member or the authority, said Inn I 
recent years she had found the Ito* 
“fairly exasperating”. , , M 

But allowing boroughs to oploutw ^ 
under current Government prop««* 
would only make the situation wrse- 
Let It be part of a one-off «l* r ^T. 
In joint education and training, wh 11 " 
member from each borough, 
appointed by the MSC, she said, inn 1 ’ 
vlduals In all political parties have been 
talking for some time about mergini 
(he DES with (he MSC. . ■ 

‘Though I understand the idea i oas 
been rejected more than once at nmjjy 
al level, a London experiment, because 
or the quite exceptional clreumslw*** 
In which the capital finds Itself, 
not have to be taken os a precede! ni. 
At Tint, the two department* wjj. 


would Include further edacatlon 
the careers sendee, work exP eft ^ 
schemes, Information technology! M** 


extension of the ‘‘London Corojj 
lob guarantee scheme for leavers. 




rrrm 


and adopting 


municipal felt, was simply no* , j 
rfM appropriate machjqe for 

11 -^hoota needed .v j ' i YWt.i > « 9 


i-HK TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


Ian Nash looks at the debate over how history should be taught and its pltice in the national curriculum 


HA 


urfriVI’TfJ 




7ni'7" 


The firmest assurance yel that history 
will be central to the national curricu- 
lum and a subject in its own right tins 
come in a letter from Mrs Angela 
Rumbold, Minister of State for Educa- 
tion, to (lie Historical Association. 

“History will be one of the founda- 

■ i ...:n r-.. 


lion subjects and will form part of the 
curriculum for all pupils throughout 
their compulsory schooling. Though it 
will not necessarily he taken as GCSE 
by all," she said. This goes much 


curriculum for all pupils throughout 
their compulsory schooling. Though it 


further than the national curriculum 
consultation document which suggests 
only keeping part of the timetable for 
“history or geography". 

A clearer picture of the role or the 
curriculum working party on history 
also emerged. “we certainly expect 
British history to form n siihstiiniiiil 
part of the history curriculum and will 
ensure that this is included in the terms 
of reference of tlic working party." 

The Historical Association is not 


1 ary, ignores it completely. And this 
should mean classroom teachers hav- 
ing a major say in its recommenda- 
tions, 

Thtt input is in jeopardy, however. 
| as a two-year bn t tic inside the Historic- 
al Association between the council tmri 
Wme of the teacher members over 
tonel curriculum content refuses to 
abate. 

' tyl S' and occasionally vitriolic 
scenes marred 12 regionui conferences 
organized by the association in the pust 

ttW/.VMl.. , . . . • ■ a a • . • • ■ 

mmmi 



xsssm 

raonth. Matters came to a head in 
oirminghnm lust Saturday with culls 
tor the mass resignation of teachers 
wm the Historical Association. 
uY° re . n 2.000 delegates ut tended 
conferences In one of the largest 
nna most thorough consultation cxcr- 
yet organized by a subject nsso- 
i' 8 ' 10 ^; Nominees from these mcet- 
® ,lend an association schools 
rr^niiitee conference on Novcm- 
oe V t0 draft key recommendations. 

vociferous group of school 
I?®* *s. among those present have 
,bc council that if it fails to 
•wen to what they arc saying they will 
„ B ,r/°^dthe association's role as the 
™ , nal body for history teachers and 
an alternative forum. 
l Jr^herswho argue for a curriculum 
on dearly defined skills and 
accuse the association of 
readily to demands for a 
-orientated approach ’ and 
“° Prescriptive In its rccom- 
*>|waations. 

J? row, slatted in 1985 when the 
^' a,I °ns newly-established watch- 
*Xv! n,nmec « Scl U P io survey school 
Sttle S* s H8«csfed that there was 
J® Uni tof purpose among hfstory 
“ Was fQ «owc<l in 1986 by 


nil* tbe P rets aQ d pilloried by 

profetofon history. for Life was 

cohi n r h S! ,b “^ ed b X Baker for 

on contemporary his- 
sSrt*^£; ?,^ fcrfcd “Tudors and 
“ beink, in his view, 
susceptibly to poUtfcol manlpula- 

tbc association's real 


h wfKr 30 fopfos as essential. 

by ( cachersas prescrip- 
^ t atl t d Kl bte^npiive oFdcbate. r 
- aU Political sides 

, P*fPfd historian, , Lord 






anywuy and the right-wing Centre for 
Policy Studies nt tacked the proposals 
in its nationalistic History in Peril 
pamphlet. 

Throughout the furore over the core 
curriculum, critics accused the HA 
council's “higher education-domin- 
ated gerontocracy" of flouting their 
wishes and acting as a “government 
poodle”, a claim which the council 
strenuously denied. 

Nevertheless, the association's cri- 
tics cannot deny that the battle has 
raised the political profile of history. 

Mr Terry Lewis, head of history at 
Mildcnhall Upper School in Essex and 
a watchdog committee member, told 
more than 170 delegates at the Birm- 
ingham conference: “Two years ago, 
history was nowhere on anyone’s 
national curriculum, it is now quite 
firmly there". 

“Tnc Historical Association has 
been a catalyst to get history teachers 
to iirguc their ground," he continued, 
in Mrs Rumbold’ s letter they had an 
absolute guarantee of modular history 
for nil “in nddition to the GCSE for 
most". 

Mrs Ann Armstrong, HA regional 
secretary, also pointed out that the 
debate had increased teachers' willing- 
ness to get involved in shaping the 
national curriculum. Tlic alternative to 
entering tlic vlebutc was “to argue for 
the status quo and see legalized 
anarchy". 

Despite cynical feelings about the 
ii ssocint ion’s capacity to reform (only 
nine of the 6(1 council members Dp: 
school tcuclicrs) there was strong sup- 
port for Its proposes for balanced 
history combining locnl, national and 
world components with 30 per cent of 

iSmninHlo Irtfl fit fonnkrtru 1 illarrn. 


Since Mr linker 1 * announcement of 
two years' consultation for the national 
curriculum, the association has com- 
mitted itself to teaclicr-dominntcd de- 
bate for at least that period. 

“ History for Life was never in any 
sense a final document,” said Mi- 
Lewis. "But once you accept the need 
for criteria, you accept that there must 
be selection of content. There are so 
many claims for what history will do 
for children, you won’t be able to 
satisfy every teacher.” 

The problem 1 b that history Is a 
subject in decline. Numbers are at an 
ail lime low with only four out of ten 
pupils opting for il at 14 plus. There » 
evidence, also, that history gets totally 
lost in an integrated humanities 
course. . . 

Despite Mrs Rumbold s guarantees, 
to win the argument for history, 
teachers must prove that it creates 
skills, attitudes and knowledge that 
cannot be obtained from any other 

^Acre was a consensus at the region- 
al conference that all pupils should 
take history to 14 and most to 16 years 
of age. Modular options featured high 
in teachers’ thinking and it was gener- 
ally accepted that national guidelines 

were needed- , . . _ 

Whether the criteria for guidelines 
should come from n national ^nsor- 
tium of groups such as the Midlands 
history forum (which soOnsomi the 

debated. But teachers were firmly 

Council or examining bodies having 
'^Urging teachera to pull 

themselves , totally in the pa^-rivo 
. yearn! It is now vital that feachets have 
a voice of their own- . 

forum- * • , 




Marking lime: many teachers support the HA's proposals for balanced history 

Teach young people 
the financial facts of life. 


'DEBIT 


Thankfully, education 
today consists of more than 
just the three R’s. 

But too often, one vital 
subject is missing. 

Money. 

At Midland, weTe doing 
everything we can to put 
this situation to rights. 

We’re giving pupils the 
opportunity to start up and 
run their own bank, in their 
own school or college. 

It’s called ‘MidBank! 

And it not only teaches 
people about banking, it 
helps them appreciate all 
the things money can do. 

‘MidBank’ offers the very 
latest computer software 
for use on BBC Micro and Master, RML 
Nimbus and IBM compatible computers. 

■ It provides useful publications like ‘Cheque 
In* magazine with articles oh financial topics. 

Then there’s the ‘Midland Banking Game; 
our ‘MidBank - The Right Start’ video, school 
talks and the speaker’s supjpoH pack, vyhich- 
traces the history of banking.; 

We even include a ‘Life at University? 
video and interview checklists with plenty 
of tips for job interviews'. ; • 

Pupils can also open one. of bur new 
LlVElCa^h accounta or a NUMBER ONE . 
account, juit like regular customers. 


C RtW 


SAVE 


And, in conjunction 
with Schools Abroad, we 
can offer a range of travel 
services, including a com- 
puterised administration 
package and a commission - 1 
free bulk foreign currency 
service. 

Needless to say, every- 
thing in the ‘MidBank’ 
scheme is entirely free. 

After all, no-ohe should 
have to part with money 
just to learn about it. 

For. more information, 
call up details of the 
Midland Bank Services for 
Schools on The Times Net- 
work System (a national 
computer network which 
is dedicated to education). ■ 

Or just cut out and Bend the Coupon to Cus- 
tomer Information Service, Midland Bank pic, 
P.O. Box 2, FREEPOST, Sheffield SI 1A2. 

| OPImbo aend inq details bf how to open MidBank j 

I O Please send me further details of the full range of , j 
. Midland Bank Services for Schools/Collsges | 

( O Please arrange for my local Midland manager to contact I 
me al the address below . | 

| Name ^ | 

I PnalHnn ; 1 ’ I 

Schopt/CutlegB — - ' — i 

I Address lj — I 

i Poatcbdft. 1 j. 

Tel.,— Ext.; I 


I # Midland l 

I . ^ — L gil'j 


O mOtnl fearfm 





niETiMKSUJUlAilUWAL SUPPLEMENT 23.10.8? 



NEWS 


Liberals throw 
out scheme for 

Walsall CTC 




by Ian Nash 


Liberal councillors in the West Mid- 
lands have scuppered the launch of a 
city technology college in Walsall by 
throwing out reorganization plans that 
would have closed three comprehen- 
sive schools. 

Walsall has a hung council and, 
although Labour has the largest group, 
nominal control is held by the Con- 
servatives with Liberal hacking. But 
the fragile support disintegrated wlicn 
rumours were confirmed that the Con- 
servatives had earmarked Manor Farm 
school for a CTC. 

Reorganization plans were defeated 
at the local education authority educa- 
tion committee last week when a 
review working parly was set up with a 
brief that specifically excluded the 
option of school closures. The Liberal 
motion to the committee readily won 
Labour support. 

After the meeting, Mr [an Shires, 
leader of the Liberal group, said: 
'•Liberals are opposed to CTCs. They 
are a non-starter in Walsall.'* In any 
case, he added; “We can reorganize 
and improve schools not by closing 
them but by getting rid of temporary 
accommodation." 

. An officers' report to the committee 
suggested that 3,000 places were sur- 
Plus. "But one school with a roll of 
1,290 pupils has nine mobile class- 
rooms .on site, for example he said. 
lf ^^ lo ? e 8 tehool. ‘hen reopen It as 
a CTC, it will simply off-load the 


problem on to four others.” 

The Liberals were supported by a 
groundswell of public opinion, includ- 
ing an action group of parents from 
Manor Farm and the two other 
schools, Forest and Shelfield. who 
insisted that a CTC would destroy the 
community provision that had become 
the pattern for education in Walsall. 

Meanwhile, informal talks are be- 
lieved to have been held between 
governors of Handsworth grammar 
school, Birmingham, and the Depart- 
ment of Education and Science CTC 
unit with a view to turning the 1(10- 
ycar-old school into one of the high- 
tech schools. 

Handsworth was one of the pre- 
ferred sites in the Education Secretary's 
list of 20 pilot schools. The Hand- 
sworth governors admit that while they 
have an excellent academic record, 
they suffer from an acute shortage of 
funds for refurbishment and repairs. 

• More than 550 requests for applica- 
tion forms have been received for the 
180 places on offer at Britain’s first 
' K in 8Shurst, which will open in 
Solihull next September; 

Request cards were sent to 50,000 
homes in Solihull and Birmingham, 
although only a small proportion 
would have had children of suitable 
age. Last week, the high-tech bus on 
loan , to the schapl started touring 
schools and other centres Inftie cattii- 
ment area to answer pnrents' queries. 



Iola Smith visits the village in Wales which 
houses the national language centre 

The friendly way 
to learn Welsh 


THEtSSfelTMES 
Food for thought 

No wonder the French have such a reputation 
for good cooking if they are training smart 
and skilful teenagers like these. 
The real wonder is that they 


Fifteen centuries after the English 
war-lord Vortigern invited the Saxons 
into England, the north Wales village 
which bears his name is attempting to 
rectify the damage he did to its native 
language. 

Wales's national language centre is 
located at Nant Owrthcym- Welsh for 
Vortigern, and an odd tribute to the 
man who was foisted on the area as a 
baron. It offers modular courses tai- 
lored to learners' individual needs 
from those beginning Welsh to (he 
almost fluent speaker. 

Catholic priests, building society 
branch managers and water board 
engineers are among the professional 
groups who have gone on the course. 
But most of the students are families 
(often parents from the Anglicized 

C arts of Wales whose children attend 
i lingual schools) who rent a cottage 
nnu combine formal language classes 
with a holiday. 

this reason, our approach is 
very different from that of traditional 
nigh (school language classes or radio 



rhe real wonder is that they 
aren't: these tWQ teenagers, 
working at a French hotel, 
are English, and trained in 
Bournemouth. Next week 
The Times visits the 
college that taught the 
few lessons 
and asks why the 
nglish hotel 
trade cannot 
attract 
such 
talent 


programmes,” Mr Osian Jones, the 
centres warden, explained. "We 
emphasize learning by doing and 
teaching communication through re- 
creational activities and fun.” 

As a result, social events such as 
barn dances and treasure hunts are run 
entirely through the medium of Welsh. 
Total immersion in the language is the 
objective, and that feature js easily 
achieved in an area where 70 per cent 
“8® Population are native speakers. 

I he Welsh atmosphere is one reason 
why the centre is used extensively by 
school groups from south-east Wales. 

A level students from Mid Glamor- 
gan attend for intensive language 
training and Welsh literature tuition 
from specialists at Bangor University 
coHege ’ stud Mr John Evans, the 
Munty s Welsh adviser , who has re- . 
ceived Welsh Office funding for these 
courses. 

_ “In addition, for third and fourth- 
formers a visit is a means of decidina 
whether to opt for Welsh at GCSE 


style to the inma 
Scrubs. 


of Wormwood 



i. 




• ■ ■ and regularly in The Times, 
Bernard Levin on the way we live 
Row, Irving \VardIe at the theatre, 
John Clare oh education, Jane 
MacQuitty On Wind, Peter 
Ackroyd on.books, Barbara Amfel’s 
viewpoint. rani Griffiths on 
music, John Woodcock oii cricket, 
Philip Howard on words, the / 
humour of Mel Caiman and Barry / 
Fantonl, the unique Times . • ** ■ 
crossword . . . and much more 


IN BRIEF 


Further action 
in race row 

The National Union of Tcacheis is 
defending two members against an 
action for defamation brought bv Mr 
Jonathan Savory, the Bristol teacher 
involved in n race row after he wrote an 
article for the Salisbury Review two 
ycurs ago. Avon council's disciplinary 
committee cleared him of allegations 
of racism last May. 


Mr Snvcry has brought the action 
against Mr Pnul Dickerson, the local 
NUT secretory, and Mr Shin Patel, a 
member of the multicultural education 
cent re in Bristol, following an article in 
the West Indian News last year which 
contained quotations attributed to 
them. 

Province success 

Academic achievements of pupils in 
Northern Ireland are consistently bet- 
ter than those of pupils in England and 
Wales, latest figures from the North- 
ern Ireland Government Information 
Service reveal. 

_ Out of 9,000 candidates for A level 
GCE, 3,500 passed three or more, with 
276 achieving grade A in all subjects. 
This is a pnss rate of 22 per cent, 
compared with 17 per cent on the 
mainland. 

Equality push 

Colleges should promote equal oppor- 
tunities policies and they should re-, 
cniit_ more black staff, snys a report 
published jointly by the Farther I 
Education Unit and REPLAN. 

The report. Working with young 
adults in a multicultural context , Is 
available, free, from the The Adult 
Framing Promotions Unit, Room 
2/14, Department of Education and 
Science, Elizabeth House, York 
Rond, London SE1 7PH. I 

Running up cash 7 


level, while primary groups attend to 
experience Welsh rural life and to 
study the locality's environmental and 
historical heritage. " 

These topics ore also central to the 
adult classes which arc held formally 
each morning. Much of the tuition 
which covers till aspects from basic 
vocabulary to the language's complex 
grammatical structure, has n commun- 
ity connection. 

For example, one module concen- 
trates on the local geography by enroll - 
85121 ng the vocabulary necessary for 
visitors to find their way around. 
Another looks at cottage life and 
teaches the Welsh words for furniture 
and food. Throughout, oral work is 
interspersed with rending and writing, 
and lessons are reinforced with retil- 
life situations. 

Sites of local interest are recom- 
mended for visits, including neolithic 
remains and the Pilgrim's Wuy-u road 
which in medieval times took the 
devout to a shrine at Bnrdsey Island. 

With nil this activity it is difficult to 
recall that the centre was undreamt of 
10 years ago. Tile village was then n 
rum, long nbnndoned since its quar- 
rying heyday when stone from it paved 
the streets of Liverpool. 

tl,c s ‘ tc w,,s bnuahl for 
« ’ aversion work began. 

Over £1(10,000 was provided by the 
Manpower Services Commission and 
the project is nearing completion. 

tbe 24 cottages huve been 
refurbished and two have been 
adapted for an educational centre with 
three classrooms, a tutorial room, a 
resources library and a small language 
laboratory. When restoration is com- 

E=wo?,^ C oS ime ' ,hcvilll '* cwil1 

JS * 982 * 1 be centre bas 
sewed 4,000 learners. Some who’ 
gained fluency are now teaching Welsh 
in their own community, including 
f™? 1 ? tu |or. Ms Glenvs Deans, who is 


Sponsored 1 ,1 Hitt- metre races ran 
through the .summer by more than 
75(1.000 UK schoolchildren raised ovet 


£400,01X1 for children's projects in 
Africa and Latin America. 'Inc cam- 
paign, launched by Sport Aid ’88, will 
continue until September next year. 

Blocked building 

North (.'licsliirc College bus refused a 
request from a South African company 
to second stuff to a major building 
development programme. 

Mr Douglas Pride, deputy director 
or the college, said; “we and our 
maintaining county council are fully 
enmmited to iipolicy of equal opportu- 
nities. The South African govern- 
ment's position isin conflict wimtnat. 

Learner’s guide 

An “A to Z" of education services 
provided in Birmingham has bcM 
published by thc city council. 

Your guide to Birmingham 
don sen'ice gives information aw 
advice on such matters as how tostsn 
your child at nursery school and how to 
apply for a grant towards the cost oi 
higher education. 

Business skills 

Computer science graduates are less 
suited to management careers in&n 
those who take business studies de- 
grees, say business people. Most of* 


Kenneth Baker’s visit to Esher ColIe^tv~ 

indications from an inquiry into the take ,f» W ^ Coincided with the first 

me take-up i ofi the new sixth-form exam 

Pioneering AS level 

while dhers wait and see 




On Monday, Mr Kenneth Baker vi 
sited Esher College, a big sixth-form 
college in Surrey, to see how one of the 
Government's less popular initiatives. 
Advanced Supplementary (AS) levels 
for sixth-formers, was going. 

Esher is one of the places thnt 
decided to go ahead with AS levels this 
year on a large scale. Most schools with 
Dig sixth-forms, and even sonic sixth- 
form and tertiary colleges, decided to 
wait and see. 

Some, like Exeter College, felt that 
they had enough on their plates with 
the new one-year mature GCSE 
courses, which had to be digested this 
year. Others, like Manchester Gram- 
mar School, believed that there was a 
straight choice between AS levels and 
their general studies programme, 
which takes up a quarter or n third of 
sixth-formers' time, and chose general 
studies. 

Still others, like Parrs Wood School 


• i - " JMHIUI 

in Manchester, snw no point in strug 
- c " with AS levels before universities 



by Virginia Makins 

b JfJ™ de 11 much clearer how accept- 
wculd bc y retJuirecT “ nd What ^ 

uons in 1989. A spokesman for the 
University of London board said that 
he level of interest was higher than 
they expected, with some 5® applica- 

n?[LS r sub ^ ct ^ ee ‘ings. But many 
of those may be from institutions that 
are still waiting on thc sidelines 
how things develop. 

If i? SS. ? oa ^ e decided last year that 
if it went in at all. it must be on a bia 
enough scale to offer students a 
genuine ' choice. It is now running 
courses in 12 subjects, and 70 of the 
college s 750 students have chosen to 
do one or two AS levels. 

There was a lot of debate before the 
decision was taken, when all thc 
nrauments that have led other places to 
wait and sec were thrashed out. 

The principal, Mr Patrick Miller, 
was one of thc people who were very 
dubious about AS level. The college 
had built up an extensive programme 
of non-cxnmincd complementary stu- 
dies, taking up 15 or 20 per cent of 
students time and offering an cnor- 
nious choice of activities and general 
interest courses. B 

Like Manchester Grammar, Mr Mil 
Icr did not want general studies options 
to be replaced by AS levels. '“They 
were already getting brendth of a 


going ahead. The first was that AS 
levels could offer some welcome cur- 

'L™ 

e c a pd biology. The least 
of Esher s AS level teachers were 
Jfe ‘ n . sub J ccts ‘ike mathematics, 
Sfc j t Lf« coune8 ava 'lable literally 
offered half an A level, rather than 
something different that would suit 
non-mathcmaticlans and scientists. 

the second reason for taking the 
plunge was that AS would give two A 
level students a better option ihnn the 

rrcc, Fft 1 * 1 ? 1 °* and repeat 
GCSEs. Fifty-three of thc 70 AS level 
students are taking two A levels 
one AS level. 

The third reason was that the college 
had benefited m thc past from going 
Hjtfi? "^courses, such at thi 
F Pre -voca‘ional Educa- 

tion (GPVE), and found it generated 
worthwhile development inside the 
college. 

ci,a„A W e n " t . ed to Set in there and help 
shape AS into something interesting, 
said Mre Suzanne Allen, assistant 
principal in charge of curriculum. 

The students doin- AO 
seemed very t rj 
ham McGrath, wfio is doin 



Going ahead] Esher College student* will take the 

of complementary studies, without considerable determination 

the j n t0 P ursue interests and leadership, they wi II begi n to chip 

5 r y at va,uabte general Sles o? 
leacners at the college are now lions. H 

dl 5?\ uss, "8 whether they can extend the Mixed messages are still coming 


f , _ , , arguments 

of thc AS level supporters won the 


V , 


iiey snw three main reasons for 


DES inquiry shows 
cautious first response 


failing ro do more to publicize the 
exnm. 

MiE thnt EftS T CB f, wJth Mr ® x P®" se of ™lnority A level subject 

Miller that AS levels should not ta ke And there will always be a danger that. 


bySueSurkes 

.iff n 0llcRCS u PP car fo have about five 
2™ “ no « AS level with level Freni 
XfloTnSc accord,n B 10 «■ llal lakers 
Ton^i," 0 ^ surve i- about (he 

“ nl 10 about Mr Mar 
in inj 345 sixth-form, terll- Headmost) 

li.Sn L 11 ?® 5 Bt lhe stari of this master at 
ftliciiMt. [h re *-‘|uartcrs or Blrmlngha 

^datw ihr^ wb * cb have A level of pupUs v 
a th,rd °f «he level will 
ren ied. The k nu . 


EKPBcd. The results have 

jSSSanL 


"wSfSHS 1 t ? r hope t0 P ub,Ish 
deni sector? t” 1 ? nlflIned and lnde P en * 
■n^:.°!!, ear, y next year. 



1Wau4iu% "*** ?“ r ‘ 

I “Ked heads and 

pupUs CSf BtatE lhe numbers or 

SCSSfC 1 ' I*™ or more 


i«y aA-j ’u - wing iaxen. 

him In ^J^^her (hey were being 

t0c *tional A * eveI * or 

■Here and whether 

more AS 

pi ^h? r Du ! ^,^t OWeve^, “•** 10 nnd 

opl,n f ror a 5 

wain sludi« ft 1 ^ lrasted wlh their 
S fevffSd^fMth^ ask whether 
togS Jh er ; evri * ,udent * were 

w «kappeared to 

$53G&hHU^ a *?» J0M l Fbher I 

pwnly School In south 
2 ,he Nuaooai 


about five of his pupils were taking AS 
level French, He thought other poten- 
tial takers had been put off by doubts 
about (he new exam's credibility. 

Mr Martin Rogers, dtalrman of the 
Headmasters 1 Conference and chief 
master at King Edward’s School In 
Birmingham, thought that a minority 
of pupUs would be taking (he odd AS 
level within (he general studies 
framework In a quarter to a third of 
Independent schools, although he stres- 
sed (hat a few schools had gone much 
fiirtber, 

“If (he sixth-form colleges make a 
success of AS levels you can be abso- 
lutely sure that the independents will 
take them on because of (he competi- 
tion.” 

That competition might be limited. 
Mr Mick Farley, chair of (he Post-16 
Network of advisers and officers, said 
AS levels had been widely regarded as 
“a bit of an irrelevance **. He estimated 
that most sixth-form and tertiary col- 
leges and a number of FE colleges were ' 
teaching one or two AS level subjects to 
a minority of students. 


How to keep up 
withthe 

Joneses’ children. 

Read Inside Science 1 : are special, four-page 'puii-outs* which win 

regular briefings published S^^riSS ^^ ANwSctomjBt>upt0 

FREE with New Scientist Bflch *]?!"' t 



WhetheryouYe teaching the 
Joneses’ children, or living next 
door to them, you need to keep ittotBTT" 
up with developments and dls- IQg&SflS 
cowries in the fields of science lojapHi 

and technology just as the BHB twT 

children themselves are doing, ggi 
These are subjects in which 
fresh advances are being made . 
almost dally. Thart fine for the M| 

children, who are learning It all for ■gf 
.the first time. But teachers, parents Bf 
: and adults In general mayfind they 
hare to make a special effort to 
stay abreast of new developments. I 

Happily not too much effort is \ 

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THKTiMKS EDUCATIONAL SUPPLEMENT Ujy, 


Ian Nash looks at the place of technology in the secondary school curriculum 


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The growth of design and technology 
in schools has been severely limited by 
the GCSE national criteria, according 
to leading exponents from education 
and industry. 

Further damage is likely through the 
introduction of a national curriculum 
unless agreement between policy mak- 
ers and the profession can be reached 
rapidly on whnt exactly is meant by 
technology in schools, speakers ar (he 
Kith annual Stanley Lecture in London 
warned last week. 

Examination reforms had rein- 
forced a fragmented view of craft, 
design and technology, and pushed 
teachers towards Rn elitist approach 
which encouraged individualism 
rather than teamwork. 

Far from being relevant to everyday 
life, said Professor David Layton, 
head of Leeds University Centre for 
Studies in Science and Ivlat hematics, 
CDT in schools was “starkly nt odds 
with what takes place in every other 
technological context, where co-op- 
cratlon is the norm”. 

Professor Layton shared the pint- 
form — nt the Royal Society of Arts— 
with Mr Tom Todd, adviser to the 
Manpower Services Commission; Mr 
Peter Forrest -Smith, CDT inspector 
for the Inner London Education Au- 
thority, and Mrs Mavis Fox, head of 


PRIMARY 

LOWER-SCHOOL 


Clear definition needed for 
success of CDT courses 


CDT for Leeds Girls' High School. 

Commenting on recent develop- 
ments in the lead-up to the national 
curriculum, they echoed the fears by 
Sir Bryan Nicholson - in his retirement 
speech to the MSC - that too rigid a 
timetable would stifle work pioneered 
through the Technical and vocational 
Education Initiative. 

But (heir prime concern was over 
the new 16-plus exami nation. While 
the GCSE ‘‘small print" allowed for an 
expansion of project work, the criteria 
narrowed the fields of study possible, 
Mr Todd said. 

He cited the Secondary Examina- 
tions Council CDT publication which 
said: “Clearly and inevitably, because 
of the breadth of material that it 
encompasses, CDT cannot be con- 
tained in one course, even though it is 
one subject. To make sense of the mass 
of subject content that it might con- 
tain, the material has been biased for 


GCSE purposes into three courses 
(though there wilt be a common ele- 
ment)." 

No such thing, however, was clear or 
inevitable to Mr Todd, who sees 
inconsistencies in this approach. 
“Many would consider this a retrog- 
rade step at a time when a fully 
integrated and common programme of 
technology is required, he said. 

“The more the DES and HM1 
continue to insist on craft, design and 
technology as an unwieldly, divisive 
title, supported by the GCSE pattern 
of three courses emphasizing (he sepa- 
rate elements, the more difficulties 
teachers will have in the future in 
justifying the activity." 

Because there was no clear defini- 
tion of technology, schools and GCSE 
boards offered a wide range of sylla- 
buses in the name of CDT, and 
included a pure science in the topic to 
make it “academically legitimate”. 


6th FORM 


SCHOOLS NEED 

BOOKS 



1 book = £20 



AVERAGE PUPIL REQUIREMENTS AVERAGE BOOK EXPENDITURE 


Research shows that only 4% of Local Education 
Authorities in England and Wales meet the 
pilnlmunri levels of book provision recommended 
by the Bullock Report and more recently by the 
National Book League. The average capitation 
allowance for books alone is over 60% below 
minimuma reramrnanded by these reports. 
Despite the welcom e and much publicised 
injection of funds for GCSE, the level of book 
provision in our schools is still veil below the 
recommended minimum and the statistics show 
that this situation is deteriorating rather than 
improving. 

The effects of these levels of provision and ' 
a fiill survey of the value of books in the 
curriculum are now published in a full and 
authoritative research project: Books in the 
School Curriculum. Somebasic points recur 
throughout the research. 

READING IS VITAL 
BOOKS ARE VITAL 


Findaut the facta 

Send today For a' free leaflet. Book Provision In 
Schools gives a summary of the research made 
of the level ofbook provision in schools. 

Or send straight away for the fall Desk Research 
and Held Research re porta. 

1. Books in the School Curriculum: 

a companion and review of recent, 
research in reading education by Florence 
Davies, of Birmingham University. 

available now at the reduced price of £31.60 (10%) 
off the original published price! 

2. The second report, The State of Reading by 
Jennie Ingham, of Middlesex Polytechnic, 
describes and tabulates the fieldwork of the 
Project, showing how books are used arid 
regarded in schools In various parts of Britain. 

available now at the reduced price of £3.58 (10%) 
off the original published price! 

3 . A FREE pamphlet called Book Provision hi 
Schools 


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ORDER COUPON : 

Return to: Educational Publishers Council, 19 Bedford Square, London WC1B 3HJ 

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Address 


Professor Layton called for the 
academic approach to be abandoned 


and replaced by a pedagogy based on 
project work. The way teachers per- 
ceived the demands of some GCSE 


technology courses led schools tu im- 
pose entry requirements - frequently 
physics and occasionally tests of spatial 
ability. It was far from becoming a 
subject for all. 

“The close association of school 
technology and physics has helped to 
endorse the view of technology as 
merely applied science," he said. Yet 
there was little empirical evidence to 
show that technological ability de- 
pended on prior scientific knowledge. 

“One remedy would seem to lie in 
the development of ncceptablc ways of 
assessing group project work. At pre- 
sent, the requirements of the GCSE 
frustrate wlint I believe many teachers 
would wish to sec take place.” 

If Professor Lnyton’s project work 
approach is to be explored there must 
be a consensus on a working definition 
of technology in schools. It is a ques- 
tion that seems to have been skirted 
round in both the GCSE national 
criteria and DES national curriculum 
discussion paper. 

Mr Todd spoke of unanimity within 
the profession over the need to give nil 
pupils activities which develop tech- 
nological capability, economic under- 
standing, political awareness and so- 
cial skills. He said, however, ‘‘most of 
them arc ignored in the new national 
curriculum document". 

In fact, that consolation document 
docs place design mui technology as 
“key foundation” subjects, servicing 
essential care subjects. But the conse- 
quent roots in, and dependence on, an 
academic framework Is exactly whnt 
Professor Layton saw as detracting 
from technology as u subject for all 


pupils. 

Mr Forrcst-Smitlt expanded on the 

S ' ct work model by offering u 
iliou of technology based on the 
idea of “mnking things’*. Hint is, 
"using a variety of materials In an 
economic and skilful way, with 11 
specific purpose". 

"If as seems likely, there cun only be 
limited time available tor technology 
or dosign in the curriculum of toe 








Electronic age: the CDT debate con- 
tinues 

There is evidence to show thot a 
sylluhus bused on creative project 
work rather than an academic J 
approach will benefit the most as well I 
ns least able. This was illustrated in the 
work of Mrs Fox, who hBs taught CDT 
for several years to academically able 
grammar school pupils. 

As an art and design teacher, her 
interest in CDT grew out of a desire to 
help children axplare alternative solu- 
tions to problems, develop flexibilltf I 
of thought, think a.ross subjfrt J 
boundaries and develop aesthetic, tfc \ 
criminnioiy, manipulative, consliw- 
lluunl and communication skills. 

It was not easy. "They have been 
more inclined to respond to instruction 
than experience and most likely to 
form personal likes, dislikes and opin- 
ions as a result of second hand influ- 
ence or pressure,'* she said. 

Motivation had thus often been 


future, we will need to decide which 
part of the design and technology 
experience is unique und irreducible, 
he said. 

Not only did "making things" en- 
compass a wide range of skills and 
appreciations, fromproblem solving to 
aesthetics, it added relevance to the 
subject and offered a powerful oppor- 
tunity to create an effective learning 
environment. 

The recent Design Council report on 
design and primary education had 
offered a useful start down this road. 
Similarly, profiling and graded assess- 
ment in CDT In secondary schools 
could give a clearer picture of pupils' 
expectations and a sharper record of 
experiences. 

’"This may help to map levels of 
design and technology experiences and 
remove some of the curriculum clutter 
we hear so much about," he said. 


forced by some external agent: me 
examination system, fear of failure or 
of incurred displeasure, even amon^ j 
the academically very nble. 

But CDT taught them things that 
they never confronted in ncfldcmlcliie, 
such as the fact thni ‘‘sonic ideas never 
get beyond the drawing hoard . rau- 
urea, too, were seen os part or trie 
experimental process of learning 
rather than sources of dlsappom tmenl 
over inadequacy. , ... 

Ultimately, the project work rood" 
may not provide the best dcfini ro° ® 
technology in schools. 
pupils at Leeds Girls’ High School, 1 ^ 
four speakers at the Stanley 1 
see it as an Idea worth takingrorfh ■ | 
than the drawing board and IW™ 
willing to risk failure if it teaches w 
profession something. , 

Given the urgency over the 
curriculum, perhaps the pphey' 
and professionals should ask 
selves whether there is jj, 
starting point far a working deflniti 


Schools fail to develop skills 


The failure of schools to develop basic 
skills needed for GCSE In craft, design 
and technology is highlighted In a 
report published this week by Her 
Majesty’s Inspectorate. 

Since the dedsion Id split the subject 
i«\to three specialist courses, significant 
changes have taken place to meet the 
demands of the two more academically 
biased courses. f •!■ • ' v- v 

. ‘There has. been less curriculum 
development In courses Such as lechril- 
J 3 * 1 drawing, geometrical and engineer. 

and graphical communlca- 
thm, and (here is often aUH a wide gap 
between 1 courses • that have; been 
ioj^hools and the require- 


TT l ■ . I iTTJ 


W)ric-Unhe-eariy yeariLot secondary 


education should be *be wper 1 * 1 front 
CDT that pupils bring with them w* 
the primary school.” , . 

By the age of 14 the basic 
sketching ability, handling re 
sources, confidence to P ro P2 s ? hee t, 
and consider alternatives and 
perlence to lest design 
construction. The skills L eW ic 
do not depend on prior acaa«w* 

^'Whenever possible, lhe 

with which they are familiar or 77* 
they can comprehend. 

Design ami CmmtalcriMjV M 
Approach for CDT 
Schools, HWSO, £3.50. AnjfjJ 
tel of slides B avallr We 

,_on, Chaffqn| Grove* 

; Crows,, 


■ftfp TTMKS EDUCATIONAL SUPPLEMENT 2a.1a.a7 



SCHOOL TO WORK 


Government tells Commission to stick 
to training mission 

MSC’s change 
of name ushers 
out 13-year era 


by Mark Jackson 


The Manpower Services Commission's 
13-year expansion ends abruptly next 
week when it loses many of its respon- 
sibilities and 7,000 of its staff. Stripped 
of the employment services it now 
administers, it will become purely the 
national training agency. 

The MSC is to he renumed the 
Training Commission, Mr Norman 
Fowler, Employment Secretary, 
announced on Tuesday. The change 
wUJ require legislation which will be 
part of the new employment Bill. 

Education and training hud never 
been more important or central to our 
economic success, said Mr Fowler. 
That is why we ntttich such high 
importance to the development of the 
Training Commission which brings 
together all the main interests and will 
be able to foeus exclusively on the 
national training effort.** 
la reducing the scope of the MSC’s 
activities, the Government is in fact 
returning to the original plan for a 
national training agency which was 
expanded into the concept of a 
strategic manpower urm at the Inst 
nrinulebytlic I lentil government in 

,7jic Commission's Jobcentres and 
responsibility for the enterprise allo- 
} Jwticnctiw along with n number of 
w«r employment programmes will bu 
wd over to tfie Department of 
traptoyment on Monday. Blit un- 
scrambling the MSC’s activities, orgn- 
jtratton and Hinniccs will take a lot 
tatter. 


I Reorganizing the regional uml men 
structure will lie relatively simple -- 
"wt traming activities are already 
Handled by the Vncaiiimui Education 
and Training Group. This will take on 
IS gaining schemes like the Com- 
munity Programme nnd become the 
u jromisjlon s new field organization. 

SK 1 * complicutca changes, 
, will hnvc to He made gradually, 
rL 8t /^quarters and most of the 
^mission s staff will be doing the 
jobs for some time to come. 
f l »rL llew l°P management will be 
• w >rog through the changes. Sir 


Bryan Nicholson, the MSC's chairman 
for the past three years, left this week 
to become head of the Post Office. He 
is being replaced by a caretaker part- 
time chairman, Sir James Munn, while 
the search goes on for a permanent 
successor. 

But a more surprising change is the 
departure of the MSCs director, Mr 
Oeoffrcy Holland, who is to become 
permanent secretary at thc Depart- 
ment of Employment. 

Mr Holland, author of the Holland 
report which led to the setting up of the 
Youth Opportunities Programme, has 
since been seen ns the main visionary 
nnd driving force within the MSC. He 
is being succeeded by Mr Roger Dawc, 
a -16 -year-old deputy secretary at thc 

Mr Dawc, n more reserved perso- 
nulitv than Mr Holland, bended the 
MSC’s training division for three 
yenrs, nnd is popular with its staff and 
thc education service officers with 
whom he worked. 

Mcunwhile. the job of thc chnirmnn, 
the key figure during the tenure of 
both Sir Bryan nnd nis predecessor, 
Lord Young, will, now probably be 
downgraded. 

One indication for this is tliut Mr 
Dawc will take over the role of the 
Commission’s accounting officer, 
which carries the statutory responsibil- 
ity Tor its spending nnd hus previously 
been held by the chairman. 

Mnjor changes are planned for the 
area manpower hoards, which repre- 
sent employers, unions, local govern- 
ment and thc education services. 


These nre charged with overseeing the 
operation of the youth t mining prog- 
ramme mid training schemes Tor the 
unemployed over 18s. 

At liis Inst press briefing on Tues- 
day, Sir Brynn said thnt the boards 
would be less concerned with thc 
detuiled running of schemes, but more 
involved In coherent local planning of 
education and training. However, he 
gave an assurance that the boards 
would still be involved in monitoring 
the quality of training. 


Scots ‘caretaker’ takes 
over from Sir Bryan 


Munn, the retired Scottish 
new w bohas been picked as the 

boL? re taker chairman of the Man- 
Eovn, Ser ! 1 L es Commission, U beat 
K2? "wjh of Hie border as the 
dSfS 1 committee which pro- 

nSa* Mu »n Report, who m- recom- 
™*triaUoiu led to the new Standard 
!rg? B courses. 

tor a R«* 57, has 0 reputation 

rithtoife oHkW chairmanships 

*f*ed and ease. ri5 

oiiumair^ Service background is 
that £ H "Sottish teacher and one 
corrfdi^, blm at home in the 

; HTS-Of Power. 

**— conilnua a« .■..Wgu (J the 

i resigned 

«ltaHv«'o" u ‘ government's Ctm- 

^■ronve CommUf ^ m. ^.k rrfci 

The 


by Nell Munro 



1 preoccupation vt\ 


■M 







.■ / '■ 1 . •* 




•V / 






>. .* %:,$ 5^' ■* •'Ivii'rtr 


"Directory inquiries. Which town plense?” Pupils from 
Kensal High School, Manchester, experienced n day In thc 
hectic life of a telephone operator last week when they visited 
British Telecom's City Centre Exchange. 



The work shadowing was part of a massive programme of 
school-industry events organized Tor North West Industry 
Mailers Week, involving 1,000 companies from 25 local 
liaison groups. 



.. .... 



presence id • 


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incoming forward with information. ^ . 

So, thats why NEIQ was set up. C@9; 

1 NUdEM l* 

^ Ring 0272 217333 or write to us direct at 22 Buckingham Gate, . 

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I 



THE TIMES EDUCATIONAL SUPPLEMENT 23,10.87 



*-V 




MEWS FORTTSMNEWS FOCUS 


Divided over 
an issue of unity 


OPTING OUT 


Linda Blackburne looks at 
the responses to the 
Government's proposal 
that boroughs be allowed 
to opt out of the Inner 
London Education 
Authority 

The Inner London Education Author- 
ity predicts that inner-city education 
services will fall into a financial “black 
hole" if the cnpital loses its 1 17-ycar- 
old unified authority in 199(1 - as the 
Government proposes. 


educational s tan- 
up their plans to 





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HARROW HOUSE- 
SWANAGE - DORSET 

RotdentU Centre -men thwmjlunjt the ynr to 
gnwpt pf«U a*eiand InlarcM. 

Mifniflcem letting In Ita own gnnmdf of 5 km 
In mine pMldon wth viewi oratlooUu the lea. 
coutan HdPutbcek H9b, 


nation of Conservative, Mr Michael 
Burnett. 

Tlic borough has 31 Conservative 
and 30 Labour members and the 
by-election could force a change of 

C ower. Jubiluni Labour party ment- 
ors say they can make the controver- 
sial opting-out proposals- un election 
issue. 

Of the remaining nine boroughs. 
Liberal-controlled Tower Hamlets is 


Meanwhile, the Tory boroughs with 
n vision of higher educational stan- 
dards arc polishing up their plans to 
opt nut of the Labour-con trolled au- 
thority. 

A financial expert predicts a “domi- 
no" effect with the Tory boroughs 
forcing their reluctant Labour counter- 
parts to opt out too. And the ILEA's 
chief education officer. Dr Bill Stubbs, 
has called for n full-dress review of 
inner London education in an attempt 
to avert the threatening chaos. 

Three Tory borougns - Wands- 
worth, Westminster and Kensington 
and Chelsea - want to set up their own 
education service. But Wandsworth's, 
plans may suffer with the receqt resig- 


Activity Centres 



Libera l-con trolled Tower Hamlets is 
considering opting out, while the other 
eight favour staying with tlic ILEA. 

The City of London, which contri- 
butes £212.6 million to the ILEA every 
year and is allocated £1.6 million by 
the authority, has not yet decided 
whether or not to opt out, and is 
unlikely to in the near future. 

The ILEA fears its income will be 
cut by about 50 per cent If the three 
Tory boroughs opt out. Conservatives 
claim that argument is redundant be- 
cause of Government plans to abolish 
rntes and introduce a community 
charge. 

Local government expert, MrTonv 
Travers says the financial argument Is 
complicated. “If the ILEA is broken 
up, the effects are not absolutely 
neutral because some authorities have 
more children per adult than others," 
lie said. “As a consequence the author- 
ities with a low number of children per 
adult leaving ILEA will gain." 

Therefore, if Wandsworth, with 
fewer children per head, opted out, 
authorities with a high number of 
children, such as Hackney, could 
suffer. 

A pool arrangement could be set up 
to help the poorer boroughs but detail* 
have not been spell out by the- Govern- 
ment. Labour boroughs, conscious of 
ILEA's nil rate support grant, arc 
sceptical of any such scheme getting off 
the ground. 

MrTravers thinks that Westminster, 
and Kensington and Chelsea will do 
relatively well if they opt out. However 
he believes that there wilt be a “domi- 
no effect" and ocher boroughs will lose 
out. 

“It is likely that the boroughs who 
leave will take with them a small 
proportion of the ILEA's facilities. 
They will take most of the teachers but 
they will not take huge chunks of 
administration. Therefore pny 
boroughs left in the ILEA will have to 
bear the burden of the whole or much 
of the administration. My suspicion is 
thnt it will produce pressure in Cam- 
den and Islington.” 

Meanwhile the Labour party is firm- 
ly supporting the ILEA and will be 
pointing out the inconsistencies in the 
opting out plan to the House of Lords. 

The Education Bill calls for 1 more 
accountability to parents, says Mr 
Derek Fatchett, a Labour front-bench 
1 spokesman . on education, but 
boroughs .do not have to consult 
parents or governors on opting out of 
the ILEA, 

Labour also believes that Uberal- 
coiitrolled Tower Hamlets' decision to 
look at opting out is inconsistent with 
-Liberal education spokesman Paddy 
Ashdown's strong criticism of Govern- 
ment reforms. 

. Mr Alan Clinton, Islington Coun- 
cil’s deputy leader, Ihpugh he does not 
think the ILEA is perfect, said: “There 
Is no question that the Labour 
boroughs arc going (o act unilaterally. 


Borough 

City 

Camden 
Greenwich 
. Hackney 

Hammersmith 

and Fulham 

Islington 

Kensington 

add Chelsea 

Lambeth - . 

Lewisham 

Southwark' 

Tower Haihlete 

Wandsworth • 
.Waatmlnstnr 



This is the fifth attempt to abolish tha 
Inner London Education Authority or Its 
predecessors In the last decade. Dr 




Resistance lo change: parents, teachers and children from Stepney’s Old Church 
nursery school after (heir protest march against the optlng-out proposals 


We have always consulted each 
other.” 

Hammersmith and- Fulham's Coun- 
cij leader, Mr Gordon Prentice de- 
clined to elaborate on his borough's 
vulnerability (it would be geographi- 
cally on a limb) if the three Tory 
boroughs opt out. “You could go into 
flights of fantasy about it,” was all he 
would say. 

But he added that the Government's 
consultation paper was based on 
“some assertions and not many facts". 
There was no case for breaking-up the 
ILEA, he said, London needed a 
strategic education authority. 

In. Wandsworth, opting out Wps a 
oonldnjloils li»v&.$vcn. before thp by-; 
election was announced. Labour 
claimed that the Tory group has been 
holding “secret'’ meetings about 
opting: out but this has been firmly 
denied by borough leader Dr Paul 
Beresford. 

Labour spokeswoman, Ms Sally 
Morgan, who believes the Tories may 
have breached the local government 


act, summed up the atmosphere as 
“very distrustful". 

"On some things, technical services 
and planning issues, there is r degree 
of co-operation but on education we 
feel it is all done behind our backs. If 
they are serious about opting out, 
holding secret meetings is a ludicrous 
, thing to do," she continued. 

Wandsworth has commissioned a 
poll - being carried out by MORI - to 
test public opinion about education in 
the borough . The results haveyet to be 
published. 

• Questions include one on the curri- 
culum which says: “I am going to read 
out some topics which some children 
may be taught during the course of 
their secondary school education and, 
keeping your own child’s (children’s) ‘ 
secondary school in mind, 1 would like 
you to tell me whether you think there 
is too much or too little emphasis on 
each topic or whether you think the 
emphasis Is about right/lfyou do npt 
know, please say so". It then goes on to 
list sex education and homosexuality. 

Ms Morgan and ■ Wandsworth 


Seventy-five of Wandsworth’s 100 
primary heads passed a resolution 
recently saying that: “Since Wands- 
worth council nas produced no specific 
plans, no structures for running Its own 
education service. Wandsworth head- 
teachers must oppose its statement of 
intention to opt out of the ILEA, 

"However, we condemn the MORI 
poll being used by Wandsworth 
borough council as part of its consulta- 
tion process as being biased, mislead- 
ing and unworthy of a prospective 
education authority which aims to 
raise standards,” it continued. 

Dr Beresford is not upset. Educa- 
tion standards in Wandsworth Bre 
..Inadequate, he says, pointing to 
businesses in the area that say children 
are not properly taught to read, write 
and count. 

Primary standards are about aver- 
age but, he believes, A level results 
indicate something seriously wrong at 
secondary level. 

“There seems to be a continual 

f ressure on teachers to follow the 
LEA philosophy which docs not pro- 


Ms Morgan and ■ Wandsworth 
teachers ore critical of the.faot that this 
is the only question about t|ie curricu- 
• . lum asked by the survey and complain 
. that it also falls to pose the Important 
• question: “Do you want Wandsworth 
to opt out of the ILEA?", 


duce the best educational standards," 
says Dr Beresford. 

He defends the MORI poll, saying 
no politician was Involved in its make 
up and that MORI would not allow 
bias. The purpose of the poll, he says, 
was to seek out disquiet not only with 
education but also with the borough's 
other services. Opting out was not 
mentioned because the borough’s 
plans are incomplete. 

Opting out may become a by-elec- 
tion issue and Dr Beresford concedes 
that: “if there is clearly a mandate 
against, then obviously we would hot 
have to go ahead but It would have to 
be clearly against." 

On the issue of “secret" meetings, 
he said: “There is no difference be- 
tween the way we talk about things 
than in Lambeth or in the ILEA, 
where the Labour group -decides on 
their policy." 

Despite the primary heads resolu- 
tion he believes there are many heads 
"Interested in opting out ana many 
who would like to see how things will 
develop." 

Meanwhile, in Tower Hamlets, pa- 
rents of children at Stepney’s Old 
Church nursery school have written 
protesting against the opting out pro- 
posals and about 50 of them marchpd 


Bill Stubbs, ILEA chief education offic- 
er lists them In his paper calling for a 
review on education In Inner London 
They are: 

□ 1977-78 Tha London government 
Inquiry chaired by the then Sir Frank 
Marshall on behalf of the Conservative 
leadership of the Greater London 
Council rejected tha Idea of breaking 
up the ILEA. It concluded that a unified, 
education authority was needed be- 
cause of the "essential need to main- 
tain equity and evenness of standards 
of provision In the Inner city area.” 

□ 1979-80 A group of Conservative 
MPs chaired by Mr Baker In London - 
setup by the then Education Secretary, 
Mr Mark Carlisle - while advocating 
breaking up the ILEA, rejected permit- 
ting Individual boroughs to assume 
educational powers as Is now prop- 
osed. Their grounds ware that the ILEA 
wnuld become a "rump of (he poorer 
deprived boroughs” and that '■there 
would be an Increase In administrative 
costs”. 

□ 1989-81 and 1983-86 Two reviews 
conducted by successive Conservative 
governments concluded that the ad- 
ministration of education In Inner 
London was best provided fay a unitary 
education authority serving (he whole 
of the Inner city. 


this week to the Department of Educa- 
tion and Science to demand that 
Education Secretary Kenneth Baker 
withdraw the plan. 

Mrs Paula Grierson, a parent 
governor whose son attends Old 
Church school, fears Tower Hamlets 
will decide to opt out and that nursery 
education will be one of the first 
services to be cut. 

She said: “This area is very deprived 
and it is clear to people that if the 
ILEA, which is an equitable education 
system, does break up, people living 
here will become poorer. 

Overall, attitudes to the ILEA are 
mixed. Some praise the authority, 
some sav standards could be improved 
and the Tory boroughs think standards 
are inadequate. 

The ILEA believes it will be in 
financial trouble whether the Govern- 
ment keeps the rate system or intro- 
duces a community charge. Under the 
poll tax inner London would collect 
about £2 billion from industry - that is 
about £400 million more than under 
the rate system. However, £1,600 
million of the £2 billion could be 
exported td parts of the country with- 
out such a rich rate base. 

An ILEA spokesman said: “No 
government has given any assurance 
that grants from central government 
will make up that loss.” 

The community charge and its im- 
pact an the opting out proposals was a 
huge grey area," he said. But the 
authority was sure that a “colossal, 
financial black hole" was approaching 
fast. 

However, Dr David Avery, ILEA's 
conservative spokesman and a West- 
minster councillor^ does not accept 
that the authority will collapse. Nor 
does he accept that his borough;* 
simply toeing the Tory line: "West- 
minster has been saying for many years 
that It wished to have an opportunity to 
leave the ILEA and at the time the 
Tory Government was saying ‘no, you 
can t V he said. 

There arc too many unknowns to 
predict the future of the ILEA at 
present. The picture will be dearer 
when Tower Hamlets and the City or 
London announce their decisions and . 
after the Wandsworth by-election. 
Whether the Labour party can hold 
out as a single force allied against the 
proposals reniaids to be seen. 


Opting dut / 

no deolajon made 
nd 1 
no , 
no , 


Bate Contribution to ILEA 
.(1987-88 million pounds) 
212.6 
9L8 
. 25.6 

'• 32,8 


¥■« 58,8 " 

no • - 47.0 

.. no / ' . 27.4. 

no .... 46.6 s '. -. 

.. -considering ■ ; *•. ’ ao.- ; =* 

pfos jnd cons • T- 

^YMG.-;., . : :.a 4 . 7 G 7 G: 

^ Jif '163 ; 


ILEA- allocation Political status 

1.6 li/a 

71.8 Labour • ■ 

108.0 • Labour 

93.3 Labour 

- : Bo:a Labour 

72.8 . Labour 

. 62,1 Conservative 

. 110.6 " Labour 

. . 109.3 • ... Labour - 

•GU ;. ... ; ®7-3, . Labour 

'.mi .Liberal 

. 1 . ' •Ul2.B ,; Cdntprvpffva 

lliw as ( 3fi7oY3 £ PL 


Fertile 
pastures 
for youth 
workers 


news focITT 



LEISURE 


Susannah Kirkman 
describes some novel 
attempts to brighten the 
jives of rural teenagers 

A mock riot on the beach of a sleepy 
Cornish village is the climax of a video 
made by Port Isaac's youth group. It 
describes the frustrations of rural life 
to young people: isolation, unem- 
ployment, few youth clubs, luck of 
luusport and over-priced accom- 
modation. 

Hie video was on show at the Third 
Nitional Youth Work conference in 
Taunton, which suggested some solu- 
tions to country youngsters' problems, 
ractly five years lifter the Thompson 
Report recommended "equitable 
fending and appropriate styles of pro- 
vision in rural ureas. 

• Youth workers from Lancashire 
described a project to raise the pulitic- 
dcoEclousncss of rum I young people, 
Jota become apathetic and with- 
They said tlim rural ndoles- 
asts are rarely encourugcd to pnrtici- 

r c in community affairs, which nitty 
by powerful local Iniul- 

fiwfcn. : 

1 After IwestiguUng the effects of 
f| ,!l man try, ynungsteis from 
me ,iy>nr region hetween Preston unci 


Buck waters need not bo stagnant 
Lancaster joined a delegation to lobby 
Mt s on rural issues such ns the forced 
exodus of young people to find work 
The youngsters then set up a campaign 
to fight the closure of five village 
primury schools in their area. 

Another Lancashire scheme has 
entered specifically for girls; in com- 
mon with urban youth clubs, girls are 
usually outnumbered by boys and club 
activities arc invariably geared to boys' 
interests. But a weekly “girls only" 
dub providing opportunities to try out 
traditionally male pursuits has now 
opened in Cnrnfortn, 

Girls have been canoeing and abseil- 
ing and two of them joined a group 
which went sailing round the Outer 
Hebrides this summer. “In January 
they were both very shy; they wouldn't 
have said boo to a goose," recalls 
Eileen .Sutherland, one of the part- 
time workers who helps to run the 
club. “It's lovely to see them blossom.” 
In north Cornwall, youth workers 
urc using u converted double-decker 
bus to reach youngsters in isolated 
communities which huve no youth 
provision. The coffee bur on the 
Chaitcrbus gives young people some- 
where to meet; in many villages, the 
only alternative is the bus shelter. The 
bus has nlso stirred three communities 
into organizing youth groups for their 
own teenagers. 

The Young Farmers' Club tins an 
important role to play in youth work, 


Overextended shelf-life 


too. The YFC is not all green wellies, 
stock judging and “hops”, as one might 
imagine from The Archers. Members 
are also interested in conservation, 
sports and raising money for charily. 
The organization nlso provides a mod- 
el of democracy for other youth groups 
as all its activities are planned and run 
by the members themselves. 

As well as gleaning examples of 
good practice, tne Taunton conference 
delegates spent some time discussing 
the recommendations of the National 
Advisory Council for the Youth Ser- 
vice. The NACYS sub-committec on 
youth work in rural areas is to take 
delegates' comments into account in its 
final report, due out early next year. 

The NACYS report is likely to call 
for more research into young people's 
needs. This should then be used by 
local authorities to produce individual 
policy statements for rural youth work. 
Dut of all the authorities and organiza- 
tions involved, only the YFC has n full 
policy statement on its work. 

As for resources, NACYS will call 
for more central government funding 
through schemes such as Grant-Re- 
lated In-Service Training and Educa- 
tion Sports Grants which already exist 
to enhance education in country areas. 

As Mr Michael Edwards, the chair- 
man of the NACYS sub-committee on 
youth work in rural areas, commented: 
“Living in the country should not have 
to lie considered 11 s one of Joh’s trials”. 


READING SCHEMES 


Many books in primary 
school cfassrooms are 
outmoded, says a survey. 
Sarah Bayiiss reports 

A depressing picture of primary class- 
rooms where outdated and racially 
biased reading schemes are in wide- 
spread use emerges from a survey of 
Sheffield schools. 

The survey asked staff to name the 
schemes used most in classrooms. Of 
the 10 listed, only one was published in 
the I98€ls. The majority were pro- 
duced in the Sixties and Seventies, but 
one reading scheme, “Gay Way", 
published in 1949. was still in use in 46 
schools. 


University, conclucfed~tliat the over- 
whelming majority of books were 
“inappropriate^, being racially biased. 
His analysis says that Black people are 
under-represented in the children's 
stories and that where they do figure, 
they are depicted in tribal settings or 
low-status positions. 

“in all 10 schemes 1 found only five 
stories (out of hundreds) making any 
attempt at all to deal with the contem- 


porary black experience of Britain amt 
of ihese r three seem bound by the 
a ssi inflationist ideal of black people 
relinquishing their own culture in 
favour of the white British, ” writes Mr 
Rice in the Intest edition of Reading , 
the journal of the United Kingdom 
Reading Association. 

In Sheffield, where 196 out of 199 
primary schools completed Mr Rice's 
survey, Mr Michael Goatcr, the En- 
glish adviser, said he would be very 
surprised if the use of outdated 
schemes was confined to Sheffield's 
schools. “That does not mean to say we 
don't recognize the problem." 

In an analysis of "Reading 360 
(Ginn)" which was used by 155 schools 
- 79 per cent - Mr Rice found that 
black people were portrayed variously 
as a warrior, cannibal chief, airport 
worker and bus driver. By contrast, 
white people in the stories were seen as 


L^i.M'tir !■[■! I 1 >1 i' n r^rra . JJliY 


man, knight and marine biologist. 

In other schemes, Mr Rice says he 
found “blackness” associated with evil 
and danger and that golliwogs were 
still ''ubiquitous". 

Reading - a journal for the study and 
improvement of reading and related 
skills - Volume 21, Number 2, is 
available on subscription from Basil 
Blackwell Ltd., Cowley Road. Oxford 
OX4 1JF 


Initial 
pub data 


No ol schools 
most regularly 
tisodln 


% ol all 
schools In Uia 
sample 






• ■ A? 

' f? t a s 

W,- # ■ jjl ! f 



f * ff G /D • v- 

4 i: ^ 1 ::. ' 




Can you spot the talent in your school? 

.A 0 eat *r the worlds of science, literature as helping them to realise their potential. • 


Wtoiree creativity, self-discipline 
your^* 1 * 88 * ^ e8e «e the same qualities 
^.P^PUs wiU need to enter the 1988 TSB 
' Competition, • # 

CVCQt » the competition con- 
, interest and enthusiasm 

jj t J**^iiwdpupllB alike. 

entrants the value of .work' 
blvlng as a group, a^ well . 


as helping them to realise tKeir potential! * r— — 

; Open to all pupils aged between 13 and , l° at now to: ^SB 
• 19, the competition is now in its eighth year ^ ^ 

and there are prises for the groups and their 
schools worth over: £6, 000. . '■ Name. ... 

Put pur theory into practice, £dl in the School Addret 
; i coupon for derails of the rules and entry form. . , 

whatever the butcpme. you’ll Find that " ' — yr A ; 

the TSB Rock School Competition is quite an L „ : ! . ■ • 

education for all concerned. j •» Lkaa«i*ir» • . ' ' , 


now to: TSB Rock School Competition, 1 
man W Go, Ud., FREEPOST, Richmond, 


School Address- 



es *uiisLl 


. : / • 1 ' ' : '• ■* ^ 1 

R ~ :- ; . 

J 1 * 1 1 ’ ... ■■rf*a»h« iu t 

1 • , j . .a 







THE TIMES EDUCATIONAL SUPPLEMENT 23.10.tt 


¥ n _SSy5#.^ FA**- »>"5* 



Haughey draws 
the purse strings 
even tighter 


Sharp cuts in educational spending 
next year wit) lead to larger classes in 
Irish schools and up to 2,500 teacher 
redundancies. 

The early publication of the Book of 


Multi-ethnic community: university students have been angered by decisions which discriminate against Chinese and Tamils 

Fears of race riots rekindled 


Estimates lor public services spending 
next year has been followed by strong 
protests over the cuts proposed for 
education and other ministries. 

However, the minority Fianna Fail 
administration of Charles Haughey 
insists the measures are necessary to 
reduce borrowing levels. 

There will be an lr£85 million 
(£77.25 million) reduction of this 
year's education spending of lr£1.187 
million with half the savings being 


A recent decision by the University of 
Mniayn to abolish teaching in Chinese, 
Tamil and English has led to student 
demonstrations and a resurfacing of 
racial tension. 

The university senate ruled that, 
with the exception of specialist lan- 
guage courses, all teaching has tn be 
conducted in Malay. This has angered 
the Chinese and Tamil communities, 
which, with the Malaya, form the 
country's three main raca groups. 

Prime Minister Dr Mahnkhir Mo. . 
mad, prompted by memories of race 
riots In I9fi9 when hundreds of Chinese 
were murdered, has set up an 
emergency “Unity Bureau 1 ". 

The burenu, staffed by top politi- 
cians, has already met the vice-chan- 
cellors of Malaysia's six universities to 
try to ensure that radially divisive 
policies are not pursued. 

Nevertheless, many feel the Gov- 
ernment Uself Is responsible for the 
racial tension that has been building up 
steadily over the past two years. Its 
bi as in favour of the Malay community 
is cited ns evidence. 


MALAYSIA 


Geoffrey Parkins on 
the Justifiable 
educational grievances 
ofthe Tam Hand Chinese 
communities 


The Malaysian Chinese Congress 
(MCA), which forms part of the 
coalition Government, has attacked 
policies which give Malays preferential 
•treatment in education and employ- ' 
ment nt the expense of the Chinese and 
Tamils. 

MCA leaders fear n ferocious 
assault on the Chinese vernacular 
primary schools as the Government 
carries out a review of the 1961 
Education Act. Already, changes have 
been made which will starve both 
Chinese and Tamil schools of funds 
and mother tongue teachers and en- 
force a national curriculum that 
emphasizes Malay culture and political 1 


dominance. 

Eighty-seven per cent of Chinese 
famines send their children to vernacu- 
lar schools, proof, the MCA argues, of 
the need for this type of education. 

Government involvement in higher 
education has also been controversial. 
University entrance quotas giving pre- 
ference to Malnys have been main- 
tained. And during the last few months 
the Government has banned com- 
plaints or appeals from parents and 


- (ntL*L*r-VrJHi 


educational institutions to ensure its 
policies arc implemented. 

Because of the "unrelenting ero- 
sion" of Chinese language, education 
and culture by the Government, MCA 
and other opposition party leaders 
lufvc urged the Chinese community to 
study the Education Act and any 
amendments the Government makes. 

The United Chinese School 
Teachers Association has also said the 
review poses a threat to the Chinese 
community. But, it feels, nothing can 
bo done because the changes to the Act 
are being made in "complete secrecy". 


sought in the primary sector. 

Education Minister Mary O'Rourke 
admits that the pupil-teacher ratio in 
primary schools - already one of the 
highest in Europe - will be worsened. 
Spending on new primary and secon- 
dary school buildings will also be 
halved. 

The Minister is looking for a 6 per 
cent cut in primary and secondary 
teaching force of 43,000. The redun- 
dancies will be voluntary. 

Mrs O'Rourke is also planning to 
reduce the recurrent grant to further 
and higher education institutions by 7 
percent which, it is predicted, will lead 
to redundancies in universities and 
colleges. 


IRISH REPUBLIC 


John Walshe reports on 
why next year's budget 
projections have 
alarmed the 
teaching profession 

it is expected that the review body 
will come out in favour of a back-to- 
basics approach with more emphasis 
on the 3Rs. 

Mrs O'Rourke has also asked the 
review body to recommend what form 
of external assessment of pupils at 
primary level should be introduced. 

At present, different assessment 
procedures arc used around the coun- 
try hut there has been no nationally 
monitored assessment since the aboli- 
tion of the primary certificate 20 years 
ngo. 


Plans for new colleges to meet the 
rowing demand for higher . education 
ave been scrapped and students will 


face an 8 Vi per cent tuition fees rise 
next year. i 

The proposed cuts have particularly 
angered primary teachers but the 


I • I M I'M * inll MHi 


was to raise the school entry age from 
four to five. 

Primary tenchers are already some- 
what wary of the Minister over her 
plans for a review of the child-centred 
curriculum. 



Mary O’Rourket teachers nre wary of 
her 



with a pocketful of ecus 


New science formula finds favour 


EraSriws, (he European Action 
Schema for the Mobility of University 
Students, got under way last week. 

About 2,000 students frbm 500 
faculties in European Community 
member states . will take part in 240 
inter-university co-operation prog- 
rammes (ICPs) funded by the Euro- 
pean Commission. Most popular areas 
of study are business and management 
studies, followed by Innguqgc and 

literature. 


Community students sre. 
being encouraged to 'i. 
visit other member 
countries. Report by 
Jane marshall 


Once, the network of co-dperating 
universities Is in place, ana as the 
mual budget for Erasmus increases. 


d Derating 
w as the 


mus, winch eel. ministers adopted m 
May with a budget of 85 million ecus 
(European Currency Units), about. 
25,000 community students are ex- 
pected to study oii grants in other - 
member countries. Erasmus will be 
built on the. foundation laid by the 
EEC's joint study programmes over 
the past II years, and will include 950 
faculties that applied to participate in 
the high technology Cornett program- 
me, started this year to create part- 
nership between universities and In- 
dustry,- 

ToAdvertlse 

your 

ACTIVITY 

CENTRE 

Ring 

JOHN LADBROKE 
Ar : .on 01-253 3000 


DAY! 




The students’ grants will cover such 
. expenses as travel; preparing to work 
' in another languacm and increased cost 
of living abroad. The Commission wUt 
announce next month grants for about 
750 university staff to visit other EEC 
countries. 

• For this year only, the Commission 
will choose a second round of prog-, 
rammes, to which a quarter of the first 
year's budget has been allocated. 
These schemes will try to correct 
imbalances between countries and be- 
tween disciplines - at present there, is 
over-rcpresentatldn or British, French 
and German programmes, and the 
Commission would like to see mpre 
emphasis on agriculture, medicine and 
other spHajiat areas. 

* . Erasmus funds are also earmarked 
for other initiatives; .Including a pilot 
programme between write universities 
for mutual recognition of qualifica- 
tions and for development of common, , 
curricula; intensive - programmes fctr L 
students of several: state?; university 
associations which will keep abreast of . 
ti.ew, EpQ .initiatives;, confetepqes;,. 
.publications and dls^emin&uo^. 
rormatiop,.', t *'■ 


At a time when many British schools 
are introducing balanced or integrated 
science courses, Kenya la beading in (he 
opposite direction. 

The Ministry of Education has con- 
cluded that general science courses are 
Calling to develop “scientific thinking” 
among high school students and now 
wants a return to single-science sub- 
jects. 

Mr Tom Stima, the chief Inspector of 
schools, Bald that general science would 
not be available to O level candidates In 
1989, “They will be expected to register 
for pure science subjects such as phy- 
sics, chemistry and biology, 11 he said. 

At present, many secondary schools 
are offering general science because 


KENYA 


they have inadequate laboratories. But 
the Ministry has said that headteachers 
should encourage parents to raise Binds 
far new buildings and equipment, As 
for private schools, they have been told 
that their licences will not be renewed If 
they ignore the Ministry's science 
directives. 

The switch to single-science courses 
la being seen as part of the Govern- 
ment’s strategy to' Increase practical 
and vocational training. 

The Government has already res- 
tructured the curriculum So as to 
reduce the number of non-vocatlonal 


subjects and has stipulated that secon- 
dary pupils should take a minimum of 
10 - rather than six - subjects. _ 
Agriculture, home science, and an 
and design are some of the subjects 
have been given a higher profile, ine- 
only optional subjects are religious 
studies (Christian and Islamic) 
social and ethics education. But tnu 
may also change soon. ...» 

Cast month President Daniel Arap 
Mol sent a clear message to the Mnur 
try of Education when he said that kb 
should be made compulsory in sw°n* 
dary schools - it already Is in prima rl ® ■ 
“Matters pertaining to God , M 
- said,” should not be optional.' 

Wachira Klgotho 



Sixty is a danger ous age ... 


HEW ZEALAND 


Boards of governors at secondary 
schools in New Zealand can hire ana 
fire staff. Now one boprd at a Welling- 
ton high school is trying to force all 
staff to retire at the end qi the year they 
tum 60. ' 

.. Furthermore, the board is asking 
those teachers who are over 60 at 
present to retire at Christmas. It also 
wants each teacher , to tal^e out a 
contract to run one year at a time and 
' that is renewable at the headteacher's 
disccetlpn. . 1 . : ! .v 
Rl.Nohfi of these requirements can.bi 
countenanced by the secondary 
: teachers’ tinion, as 65. has been the 


However, Ms Rachel Underwood; 
who chairs the board, has replied tnai. 
“Sixty is the age when national super- 
annuation applies. It’s a fairly standard 
retirement age." , 

■ While It is true that national super- 
annuation applies from the age pt ou, 
teachers have pointed out that sinw 
the, scheme was introduced nine 
ago, the. average age of the p°P llla ^ N, ; 
has risen to the point where a ne 
government may consider pushing u h 
tne eligibility ige to 61 orbeyonfl- 
In protest at the governors smut®. 
teachers pt the school held a 


strike earlier this month. The boag 
then decided to postpone its rc, 'N' 
ment edict, until i99ff, leaving nw*' 1 
solved the controversy of contracts «» 
staff' over. tiiej^gel!of.60^i u.y 
* •"■‘i*** 1 ! UVW'WtHSMr 


TIMES EDUCATIONALSUPPLEMENT 23.10,87 


OVERSEAS 


Official Aids advice: hold your horses 


U has taken a little while, hut the US 
Education Department has finally 
one public with its view on how 
Wrican children should be taught to 
avoid Aids. It is a simple message: tell 
them not to have sex. 

■fills is somewhat ut odds with the 
adier advice of the US Surgeon 
General, Dr Everett Koop, and there- 
in lies the reason for the delay. Ever 
since the Aids crisis broke, n moral 
battle has been going on within the 
Reagan Administration. Dr Koop has 
been advocating the use of conunnis, 
and teaching snfe sex us early ut 
primary school, while Mr William 
Bennett, the Education Secretary, has 
icurded this as invitation to unbridled 
teenage debauchery. 

So Tar the result appeurs to be a 
draff. Dr Koop has made a passing 
plea for abstinence in his own depart- 
ment’s booklet. 45 million copies of 
which are now being circulated, while 
UrBennett has at least acknowledged 
that there are such things ns condoms. 

State fails 
in bid to 
take control 

Schools in New Jersey liuvc greeted 
the recent defeat in the Mute legisla- 
ture of two drueoniim luws which 
would have threatened them with 
uke-overon the grounds of “academic 
bahuMcy”. 

The Bills, sponsored by Governor 
Uxhms Keen, would huve given the 
power to take complete control of 
school districts which failed to meet 
academic standards. All school hoard 
and lop administrators 
would have been dismissed, and re- 
platwf with suite appointees who 
*°£dserw for nt least five years. In 
the status of ull school prin- 
*5®.™ such districts would he rc- 
and a decision taken on 
i, r 1° P rt ' or rciuin them. 

tow provision, threatening 
current tenure protection, which 
ite of the New Jersey 
union and brought a strong 
Mbylng effort against the Bills. The 
JJMwrcs were defeated by three 

J?" 1 * Kean ungrily blamed Iris 
ffl ? n « nefarious coalition in 
S*u l ? a « c ffi c New Jersey 
““cation Association (NJEA). "The 
JHL* defeat for poor children, 
™a victory for those who say these 
uJ e J! can ,l be educated," lie added, 
femnm* Glord nno, president of 
*, iff'^-tnember NJEA, denied 


tiSSF't wcre defending the 
EuTS °f M 1 ® tenure statute, he 
tfc* f brieve any intrusion into 
That t!U. rc aw , should be tolerated. 
IpJ designed to avoid this 
Pdtilra 1 interference." 

K . enn * however, has 
- hat hc in,cnds 8° ahead 
nntor2?,i® JHtervenlion, whether the 


L hint or not. “In baianc- 

of the children held 
SS H I ^ as,ve ty deficient school 
lifers fr sc of ,he educational 
•luxe diMH 10 have heen serving 
down an -J* e 8Q id. “I must come 
“^ouihesideofihe children." 


^ueofceo^hip and free 
C' s “ n « again before the US 


ncwso&per? — 
atffl!Ili?Q™™ elcf » Leanne Tippett 
rf ! 7r S u ,rt were studying jour- 
J c3 £; Ha ? eIW5od East High 
Wfi when they wrote two 

! Rper nl j^S cfr,Bw i their school 
N^dealt wJth teenage preg- 

•'bfcrtES - Both quoteo from 

• fellow students, 

•m&^**+* ■ Bcrth 

principal of the 

in Thai Wnt’t *? obcit Roynolds. 

1983. fee kgal 

wta amendment 


Three hundred thousand copies of 
Mr Bennett's booklet are to go to 

Mr Rahna+* k» e * school principals, state education offi- 

mrtseilliett has decided cials, and heads of parent-teacher 

TO say Whoa to associations. Most are likely to find 

unbridled teanaae ( !? Rt i he teachers themselves have 

Dasslon RillMnpvSo already got the message, albeit a 

somewhat different one, because the 
reports National Education Association has 

Any instruction about them, however, "o 

be suys should -occur in an appropn- its 1.8 million members. 

at »H23 1 .■ . . The booklet contains one interesting 

I ossibly to ovoid further acrimony, statistic: by the age of 19, more than 70 

Mr Bennett chose a moment when Dr per cent of American teenagers have 

Koop was ovcisehs to launch his latest indulged In sex. It seems that Mr 

etTort. We cannot shy nwoy from Bennett, in his effort to slop conduct 

nssodating moral values with be- that would frighten the horses, may be 

haviour, he told a news conference, shutting the stable door too late 
This handbook affirms that, in the The New York City board of educa- 
educatton of the young, moral instnic- tion, meanwhile, is taking measures to 

tion is a key ally in the effort to protect prevent the possible spread of Aids to 

their well-being. Promoting the use of school staff. With the approval of the 

condoms, he added, “can suggest to United Federation of Teachers, 1.5 

teenagers that adults expect them to million pairs of disposable gloves are 

engage in sexual intercourse." being distributed throughout the svr- 


per cent of American teenagers have 
Indulged in sex. It seems that Mr 
Bennett, in his effort to slop conduct 
that would frighten the horses, may be 
shutting the stable door too late. 

The New York City board of educa- 
tion, meanwhile, is taking measures to 
prevent the possible spread of Aids to 
school staff. With the approval of the 
United Federation of Teachers, 1.5 
million pairs of disposable gloves are 
being distributed throughout the sys- 


tem, at a cost of $60,000 (£36,000). 

They should be used, says the 
accompanying memo, “in giving assist- 
ance to a person who Is bleeding", and 
“cleaning up blood or other bodily 
wastes.” They should not be used 
when "wiping away tears" or “helping 
a child blow his/her nose". 

The memorandum makes no men- 
tion of Aids, but since the identities 
of the thousand or so New York 
schoolchildren infected with the virus 
is kept secret from their teachers, this 
is not thought to matter. Whenever 
blood is spilled in the classroom - not 
unusual in New York - they should 
pull on the gloves regardless. 

Actually, the major danger to 
teachers may be the scorn they attract 
from their pupils. As a band of macho 
Washington policemen were told 
when they donned the flimsy plastic 
coverings to control a crowd or demon- 
strating homosexuals outside the Sup- 
reme Court last week: "only sissies 
wear gloves". 



with virus 


SPAIN 


*a,TTu- 


- 1 







§£ 


ill 




p;P3|I 


Going adrift: plans to revise summer holiday arrangements in Los Angeles have provoked criticism 

A holiday rota for pupils 


The long summer holidays enjoyed by 
American (oncliora and schoolchildren 
arc ulioul to become a thing of tliopnst-" 
nt least In a largo part uf California. 

I, us Angeles, second largest school 
district in the US with 592,000 stu- 
dents, has voted to put ull Us schools on 
a "year-round” basis from July 1989. 
This will mean some schools operating 
holidays on a shift basis, with groups or 
children away at different limes of Ihe 
year. 

The success of the move will bo 
keenly watched by the country’s educa- 
tionists, many of whom are concerned 
(Hat the present three-month break 
allowB children to forget much of what 
(hey have learned. 

Though (he school calendar was 
designed to enable children to work an 
farms during the harvest season - a 
need which has long since disappeared 
- few of (hc most avid advocates of 
reform have been anxious to tamper 
with It. Nor is (he Los Angeles initiative 
inspired by any desire to drag Its 
schools out of the 19th centun before 
they enter the 21st. Rather, It has been 
prompted by school overcrowding 


caused by tho huge Influx of immigrant 
children. 

Total enrolment is expected to reach 
700,000 by 1996, and without a year- 
round svstein (he district would have to 
build nine elementary schools and two 
high schools every year to keep pace, 
Full details Have yet to be worked 
out, but It Is likely that children in 
overcrowded schools will be divided 
Into four groups, or “tracks”, with at 
least one group on vacnllon at any one 
time, Pressure on classroom space will 
thus be reduced by a quarter. 

In less crowded schools a “single 
track” system wID be adopted, with 
students working the more convention- 
al three three-month terms, with 
breaks of a month between each. 

The Los Angeles Board of Educa- 
tion, which decided to make the change 
on a 4-3 vote atler hours of Impas- 
sioned debate, b not making many 
friends among parents and students. 
Though the expeHment has already 
proved succession in some Californian 
schools, and a total of 67 across the 
country, opponents daim that It will 
interfere with long vacation (rips, Old- 


er children complain that (hey will no 
longer bo able to fake summer Jobs, and 
there are (bars that those middle-class 
whiles who can afford prlvato educa- 
tion, will desert Ihe state schools. , 

Ms Roberta Weiiifraub, one of the 
dissenting board members, predicts I 
that parents will remove their children 
in droves. “There will be a massive 
pull-out of anyone who can afford it,” 
she said after the meeting. 

Ms Weintraub and other critics 
charge that the change Is unnecessary 
because Ihe Los Angeles student 
population growth-rate has already 
begun to decline, Only 2,000 of a 
predicted 12,000 new pupils material- 
ized last mouth, probably because 
Illegal immigrant parents were scared 
off by the new federal Immigration law. 

The Nations] Association for Year- 
round Education, based in Sail Diego, 
Is enthusiastic about the decision. “Peo- 
ple are gradually beginning to realize 
that It does not make sense to keep kids 
away from formal education for three 
months every year,” said Mr Charles 
Ballinger, the association’s executive 
secretary, 


right to freedom of speech had been 
vSlated. At first, a federal district 
court ruled against them, on the 
grounds that Spectrum was not a public 
forum. That decision was reversed by 

the 8th US Court of Appeals last year, 
which held that it was, and that the 
articles would not have disrupted the 
schooi or invaded the rights of others. 
Now it fa up to the Supreme Court to 
give a final deqirion. . 

The case has aroused interest Be- 
cause of its potential effect on student 

Li- •*! ..i.«„iiihnni America. JUS- 


□on oi mm 

officials can exert, remarked froqvtha 


al or faculty adviser should have total 
discretion over the content of a school 
newspaper. "The true test," he said, 
“fa whether or not the school district 
has an Interest in the well-being and, 
nurturing of the students' who are = 
there." ; • /. ■ 

But when pressed onl.thls poin^by-- 
Justice John Paul Stevens, Mr Balne 
admitted that if school officials forced 
students to publish just one side of a 
political or soda! debate, that would 
.violate their first amendment right. 
“You can't have it both ways," snap- 
ped the Judge. • •.■.■■.'• 

■ Nor did the students' attorney. Ms. 
teidie Edwards, hgve an easy. time.. 
She Insisted that administrators should , 
not censor student newspapers be- 
cause Of ‘sortie knee-jerkfreactipn’’, •; 
■but conceded that they could impose '. 


Justice Stevens, "is that if you're going 
to have censors, they've got to be good 
censors." 

Justice Scalia pressed her on why a 
school official could not choose to 
suppress a particular article out of 
concern that it would offend the com- 
munity. “I don’t have a vefy good 
answer Cor that very difficult- ques- 
tion.” said Ms Edwards; 

The Supreme Court’s answer is hot 
expected 1 before next July. In the 
event, it may not -even have one, 
because the beach is currently reduced 
toreight justices, evenly split between 
liberal and conservative factions, anda 
4-4 tied vote is quite likely. If that 
should happen , , the verdict - of. the 
Appeals Court vrill stand, ranyi seh^ls,- 
across the .United, Stales Wijljidve to ■ 
decide whether Jo pjtjae doa/ri' their 


The Cuevas Torres school in Las 
Palmas remains closed this term after a 
newly-appointed member of staff was 
revealed to have been diagnosed as 
having Aids. 

The teacher, known only as Rafael 
R, was transferred to the school during 
the summer break by the Canary 
Islands’ regional education authority. 
Rafael’s condition was, however, di- 
agnosed at least one year earlier and he 
is thought to have contracted the 
disease some five years ago. 

The education authority, backed by 
the Spanish education ministry In 
Madrid, maintains that, as the teacher 
has a valid health certificate declaring 
him fit to work, he cBn give classes. 
The official stand was initially sup- 
ported by his colleagues though, but at 
present they demand that Rafael be 
transferred to an administrative post. 

The teachers' union had also called 
for Rafael to be kept in post, but, as 
parental pressure for his removal has 
mounted, union and education offi- 
cials have grown reluctant to talk 
about the issue. Indeed, the director 
general of education services has been 
^unobtainable" since the news broke. 

Public meetings, held by the pa- 
rents' association to discuss the matter 
and to inform parents of the risk 
involved, have broken up. The asso- 
ciation lost control as harems pro- 
[ tested against the teacher s presence in 
the school . Police bad to be called to u 
protest meeting at the school gales 
during registration week earlier this 
month. 

As n result, pupil registrations 
slumped to a third in year groups not 
taught by Rnfnel and to a mere seven 
out of 150 in his year group. The 
hendteacher has closed the school 
because the education mithority has 
neither delivered essential teaching 
equipment, nor decided Rafnel's fu- 
ture. 

The situation has emphasized 
Spain's inadequate public hculfh 
education in general and information 
about Aids in particular, Tho lack of 
public awareness wns pointed out by 
Rafael's brother, who has praised the 
United Kingdom's Aids information 
campaigp. From comments to the 
press, most parents In the working- 
clnss area served by the Cuevas Torres 
school have been shown to lack under- 
standing of the disease. 

Las Palmas Is probably one of 
Spall’s highest risk areas for Aids, ft is 
a key transit point for travellers to 
Europe from Africa, Latin America 
and the Caribbean, and some four 
million north European tourists visit 
every year. I 

With minimal customs -and health- 
checks, Las Palmas is an equally 
popular stopover for drug-traffickers, 
ana the local drug-abuse problem has 
grown alarmingly in recent years. 
Health facilities areconsidered to be 
“Third World standard". Frequent 
complaints have been made that no 
doctor, or even nurse, has been on' 

' duty at the international airport, while 
it has been alleged that disposable 
needles are not used at the centre 
responsible for certifying foreign and 
other workers -such as Rafael - fit for 

worl ' Nick Tolentlno 


Ti***.. ***»*». * 


Amsterdam Map 


journalistic standards. ..u J . • newspapers; or let thep- students write.. L 
/ ^Whal -yflu’re -sayiffg, remarked ( ‘•'*.1 

1 SSSZ&A'S. - - — - r-r i' U V'- V» 'i l 


B . besuti|wl cl ry, pteaio w/ire ro ~ 

. - • j Tiiihe Off Ltd., ■'? , 

i .Chester Close,, -f ■ 

• .UndonSWlX7BQ.;iU 


'Aa i* wn ■ i? 











THETIMES EDUCATIONAL SUPPLEMENT 23.10.8J 


Heads’ discretion 

Sir - In tier article “Change of acts to 
follow reforms’ 1 (TES, October 2), 
Virginia Makins was right in calling 
section 18 of the Education ( No.2) Act 
1986 ■‘clumsy’'. She was not quite 
right, however, in saying that heads 
have only to choose between the 
alternative of implementing the local 
education authority’s curriculum poli- 
cy or the modifications of that policy- 
made by the governors. In fact, the 
relevant section of the 1986 Act (SI8> 
allows heads a third choice - to follow 
the l.e.a.'s policy in some respects and 
thegovemors’ modifications in others. 

Only in respect of sex education is 
the head bound to the governors’ 
statement of policy. All this was made 


clear in the IDES circular 7/87 of 
August 7, 1987. 

She is, however, quite right in 
intimating that all this is likely to be 
water under the bridge before it is even 
implemented. The section only be- 
comes operative when incorporated in 
new articles of government, which for 
most maintained schools will be 
September 1, 1988. By then, we shall 
know whether the Secretary of State is 
serious in the national curriculum 
document about insisting in future on 
heads having an obligation to imple- 
ment governors' modifications to l.e.a. 
curriculum policy, 
ff he does, then one wonders what 


safeguards there will be against abuses 
of this far-reaching power. Under the 
1986 Act, as well as the right to be 
consulted by governors, the nead has 


British culture? 
Yes, believe it or 
not -it does exist 


Sir - I have read and re-read John 
QuickC's letter (TES, October 9) and 
certain Ideas continue to worry me. 
After all, Mr Quicke works in a 
university department of education, 
and if he cannot understand one veiy 
important meaning of the word “cul- 
ture", it bodes very badly for the 
prospects of the future pupils of the 
teachers he is helping to train. 

The most recent edition of the 
Concise Oxford Dictionary defines the 
word (when used In the sense that 
David Blunkelt evidently had in mind) 
as denoting particular forms of civiliza- 
tion. In this sense, we can refer to 
^Egyptian culture, Roman culture, 
Chinese culture and British culture. ' 

The parents of most immigrant chil- 
dren have not been in Britain long 
enough to have contributed signifi- 
cantly to the last-named form - 
although some of their children will 
doubtless do so. 

What on earth has. “racism" to do 
with an MP's referring, either directly 
or obliquely, to this self-evident point? 
The fact that indigenous English chil- 
dren are Caucasian in origin, whereas 
most immigrants are not, was not 
being referred to by David Blunkelt - 


and certainly his article did not convey 
any suggestion that the children of 
immigrants are racially inferior. 

I think 1 agree with David Blunkett 
when he seems to suggest that passing 
on our cultural heritage to English 
children (which up to now has normal- 
ly been considered the sort of thing 
that teachers ought to get up to) should 


not be made unnecessarily 


Here, perhaps, I should hasten to 
explain that I used the word “our*’ in 
the preceding sentence simply be-' 
cause, tike David Blunkett, I happen 
to be an Englishman and consequently 
share the same cultural heritage as the 


using personal possessive adjectives 
with semantic and syntactic correct- 
ness, and Mr Quicke really need not 
get upset when people do so. 

ARTHUR SYRED 
14 Norfolk Gardens 
Duffleld Road 
Derby 


Liberating trend RS A diploma 

Sir Keith Sharpe's perspective Is Sir - With reference to the 
Interesting but profoundly pessimistic the black" (TES. Septembi 
(Talkback, ^October 9). I welcome the RSA diploma for teachers ( 
abolition of Scale 2 because It heralds a with specific learning diffle 


new era In professionalism for 
thousands of dedicated teachers. It 
also requires managers of schools to 


examine their prejudices and precon- 
ceived Ideas about how reponubliity is 
devolved in primary schqqls. ; 

In turn, l.e.a.s and central govom- 
< ment must find the money to assist in 
the development and training of all 
teachers on similar terms to industry 

S rithln school hours as well as Baker 
ays) , This tralnfngshould be avallab- 
- le! for all toachers, not Just the ambi- 
tious and geographically mobile, - 
I am one of those ^married with 
family responsibilities" who sat on , 
. Scale 1 for years of my career, always 
working more than 1,265 hours but 
accumulating skills, knowledge and 
managerial expertise in lots bfuncon- 
vent ion al ways. . ■ 

Thank goodness for equal opportu- 
nities which at last has tempered the 
prejudice of appointing panels to give 
women like, me a fair chance In the 
appointment stakes, Thank goodness 
for enlightened l:e<a,s , which ard 


actively encouragin] 
their full potential. 


staff to realize 


takes responsibility for developing, 
new classroom initiatives has to be a’ 
sfcii ful manager, dedicated profession* 

] aJ and a good communicator. 

, The responsibility for valuing and 
exploiting this potential is the chal- 
lenge for you, Keith Sharpe. 1 "Aim 
^ high and your needs will grow". 

.*■ |! Ik^fl&^Uf)t^/^rimdry^sdfO!9U'V■ i.'; »' 

Sawston, .Carribs : 


partial powers nr vein in that hc/shc 
enn choose bclwcccn the l.e.a. and 
governors' policy; in addition, gov- 
ernors cannot incur any expenditure 
which in the opinion of the head would 
not be appropriate in relation to the 
curriculum. 

Presumably in the proposed new 
legislation this latter right will be 
withdrawn because the curriculum of 
the school will be determined by the 

f overnors either by accepting the 
c.a.’s version or their own modifica- 
tions. Of course, there is always the 
annual report for parents and the 
annual meetings to act as safeguards, 
but they come after the event. 

If the professional experience of 
heads ana teachers is not given statu- 
tory prominence at the time of curricu- 
lum policy-making, then the “imple- 


mentation’ 1 phase, the delivery in the 
classroom. Is likely to be half-hearted. 
It is this wholehearted commitment of 
teachers that the Secretary of State 
should be seeking and promoting- He 
could do no better than make sure that 
there is a statutory requirement for 
governors to have a proper regard for 
the professional advice given By head 
and staff, rather than the present 
off-hand suggestion in the national 
curriculum document that governors 
should “consult” heads in coming to 
their curriculum decisions. 


C i LOWE 
Legal secretary 

Secondary Heads Association and 
Head, Prince William School 
Oundle 



^^a^rinramiPrniiii'riiTyHTL^ 


Sir - With reference' to the article “In 
the black" ( TES , September 25), the 
RSA diploma' for teachers of students 
with specific learning difficulties was 
run for the first time m 1985 and is now 1 
in' iu third year. 

To suggest that it is “broadly simi- 
lar" to the BDA course is Inaccurate.. 
Teachers taking the RSA diploma 
have to complete between 50 and 70 
hours of teaching and are also required 
to administer at least one diagnostic 
assessment. The practical teaching 
component of this course is greater 
than was suggested in the article. 

The RSA diploma does not "claim a 

Missing figures 

Sir -• Your article “The Changing 
Question" (TIES, September !l) gives 
: a very inaccurate impression of the 
entries for the A level science subjects 
of the University of London School 
Examination Board. - , 

The figures you quoted for tbe 
entries for the London A level sciences 
do not appear to have incorporated the 
.candidates who entered for the ex- 
aminations for the alternative A level 
biology and chemistry syllabuses. 

• If "these figures are included the 
: Lonttoiydence entries for 1985, 1986 
-and 1987 still represent a downward 
.trend but oive which is broadly in line 
. with other boards’ eritries for the same 
subjects. ... 

DR J M KINODON r 

Head of research ' 

University of London 
School Examinations Board . j, 
Russell' Square .» *’*•><;# v«V 
. Loudon -WGI * • • t • • ***•'.' 


Catching up 

Sir - 1 was most interested to read Tim 
Rice’s excellent article, ■' A contract 
that helps pupils to read the small 
print" (TES, October 2), concerning 
the Science Research Associates' cor- 
rective reading programme. 

I should like to clarify two points, (1) 
philosophical and (2) regarding the 
programme's American origins. 

(1) Philosophically, the programme is 
‘ learner-centred”, addressing the chil- 
dren’s skills deficit by "detailed task- 
analysis”, as opposed to problem 
analysis. This is not only practical, it 
turns the learner's attention away from 
past failures and fears to what can be, 

slightly higher degree of recognition 
for the Department of Education and 
Science". The RSA diploma is DBS- 
approved. There Is no question of any 
partial or conditional approval. This 
year, eight of the RSA diploma course) 
centres are in colleges Belonging tol 


local education autborites. This amply 
illustrates the recognition which is 
accorded to the diploma. 

The general drift of the article 
suggested that most teachers who 
qualify in the diploma will be working 
in theBrivate sector. This is untrue. At 
least 75 per cent of those teachers who 
haye been awarded, or are currently 
taking, the RSA diploma are working 
in local education authority schools. In 
some course centres, the figure this 


at stxnseN you C4M 
Mcveup fffct* TH£ 
•BiScutT 1 0*70 

A'^ANDwtcH axif&e' 



and is being, achieved. The day-to-day 
operation of the programme is careful- 
ly teacher-directed to ensure that a 
neat deal is covered and learned in the. 
sborietttlmepbstlble/becausecorrec. 
tive reading was designed as a catch-up 
programme. 

(2) SRA has no plans to “de-America- 
nize” the programme because it has 
been so carefully put together that 
were wc to tamper with It we might 
negate its dual trump caid: it works 
and children like it. 

BRIAN PRESTON 
Managing director 
Science Research Associates 
Newtown Road 
Henley-on-Thames, Oxon 

year will be 100 per cent , as the course 
is available only as in in-service train- 
ing course. 

For those who are working to ensure 
that the RSA diploma becomes more 
widely available, the guiding principle 
has always been to encourage l.e.a.s to 
sponsor state schoolteachers to take 
the diploma, so that the expertise 
which we aim to Impart may be 
available to most of the children and 
adults who look to the state system for 
help. 

JANE E K INGLES E 
Professional Association of Teachers 
of Students with Specific Learning 
Difficulties 
30 Village Way . . 

Pinner, Middlesex 


Takes the biscuit 

Sir - May I be allowed a belated 
comment on the perceptive criticisms 
of the national curriculum by my friend 
Maurice Holt (TES, September 18)? 
He argues that the education system Is 
now to be run as though it were an 
industry; in his own words, schools are 
to be run "like biscuit factories”. I 


larly unfair , . . to the British biscuit- 
making industry. 

Why do I say that? Can anyone 
■ imagine a major industry in this coun- 
try recognizing that both its product 
■and. its processes have tp be fun- 
damentally changed to cooe with fore- 


its workforce is the key tti Introducing 
the necessary changes and then insult- 
, tag that workforce v by. withdrawing 
■their negotiating rights before discus- 
sion of the changes, has even begun? 
Not even the ipiners Were so' shabbily 
treated by Ian McGreenr '• 

4ppe 


Terminal complaint 

Sir - Mike Thome’s article, "Casting 
the net” (TES, September 25), accur- 
ately highlights both the advantages of 
subscribing to The Times Network 
Systems and also the current deficien- 
cies. 

However, there is one point which I 
should like to raise concerning the 
siting of the TTNS terminal in schools. 
Mr Thome mentions the head- 
teacher's office, the staffroom, the 
classroom and the careers room as 
possible locations. He neglects to men- 
tion the obvious fifth alternative 
(although sadly it probably isn't ob- 
vious in many schools) - namely the 
school library. 

On-line and (n-house databases are 
a natural extension to the library's 
everyday role as information provider 
to staff and pupils alike and are also a 
means of developing cross-curricular 
information skills. In order to maxi- 
mize the use of TTNS in a large 
comprehensive and to exploit its 
potential, instruction, control and 
monitoring are essential elements 
along with the dissemination of re- 
levant information to all departments 
within the school. 

My contention is that the school 
library provides a ready-made centre 
for these activities. The librarian or 
library assistant, with the help and 
support of the computer studies 
teacher or department can perform 
these functions of control and monitor- 
ing as well as the dissemination oi 
information. 

Obviously tlte most appropriate sit- 
ing of the terminal in a primary school 
wul depend on many factors, but even 
in a large secondary school with sever- 
al terminals the library can provide a 
central focus for database work. 

Sadly, I am all too aware that many 
schools do not stock, staff or exploit 
the Sevices which a good school library 
can provide, hence Mr Thorne’s omis- 
sion. 

TESSA LEE 
librarian 

Chipping Sodbury School 
; Bowling Road 

Chipping Sodbury, . 

Bristol 

RuleBritannica 

Sir - In Mike Thorne’s interesting 
review of The Times Network Sys- 
tems, he understates the extent of 
Encyclopaedia Brltannica and over- 
states Us cost to schools. 

Rather than “20-odd volumes”, BrI- 
. tannica has 32, including a two volume 
index which gives rapid access to 
information. In addition, each subscri- 
ber receives a free copy of the current 
Brltannica World Data Annual. 

The price to schools and public 
libraries will be £985.50 from Novem- 
ber 1, and not "about £1,100”. 

Brltannica articles are not only writ- 
ten by experts in the given field, but 
also checked and expertly reviewed in ‘ 
ways we think are feasible only for the 
printed word. 

ROBIN SALES 
Encyclopaedia Brltannica 
International Ltd 

Carew House j 

Station Approach 

Wellington 

Surrey 

proposals? i could not have imagined 
myself making this plea even last yeaL 
but Is it too much to ask for teachers w 
be treated, if not as professionals, 8' 
least as well as biscuit-makers? 

PROFESSOR FRANK COFFIELD 
University t Duisburg 
Postfach 10 16 29 
D-4100 Duisburg 1 

U-turn please 

Sir - An "In Brier news Item (T&> 
July 24) reports that the Oovemmen 
has ruled out the four-term school year 
because “the idea did not comma™ 
universal support within the education 
service". 

Since the current proposals for me 
education service most decidedly do no 
• i i 1 itihV we 


A M JOHNSON 


Shades of meaning 

cj r - The use of “moderate” to de- 
scribe the learning difficulties of those 
children who attend schools formerly 
designated ESN(M) bothers me u 
great deal. I think it is innccurntc and 
misleading. 

Working from the Comckc OED 
definition of "avoiding extremes” it is 
an inappropriate term for such chil- 
dren (less than 20 per cent of the school 
population). Further, it does not 
Accord with the definition given in the 
Education Act 1981 that they should 
have a significantly greater difficulty in 
learning than (he majority of children 
of their age. In my view, many children 
may be said to have a learning difficul- 
ty of one sort or unothcr mid the 
description “moderate" gives the im- 
pression of "low average attainments”. 

I am unable to find any usage of 
moderate that is consistent with (he 
meaning implicit in the term “moder- 
ate learning difficulties". If, for exam- 
ple, the weather forecast talks of u 
moderate wind, it means a good day to 
dry the washing. It docs not mean a 
strong wind, very strong wind, gale, 
storm or hurricane. 


used -constuerabic to denote serious 
educational difficulties. However, this 
isnot part of the current terminology, 
and its use on the Statement, though 
not in Appendix E, hus been over- 
ruled locally. 

I would urge colleagues to think 
again. It is extraordinary that adminis- 
tretors and professionals in education 
have not brought to the concept of 
teaming difficulties ns much linguistic 
precision as the general public has to 
ike weather. 

JOHN MATHIESON 
61 Queen Anne's Grove 
Mng 

London W5 


Inflexible BEd 

\ Sh-Asa prospective teacher 1 have 
j w « dealt some very heavy nnd dis- 
I ctieoMity blows over the past few 
wiilu. 1 1 m beginning my second year 
A* a BEd tic Jen t feeling ungry and* 
wertain. 

The reactionary national curricu- 
“Mhe horror or Hungerford, the 
™ral panic over child abuse and the 
WRcrous influence or the “youth 
’“Jet culture” lilt demand the im- 
jjJMiatc attention of lilid students and 
J*lr tutors. But tire these prospective 
.u i, ors Qm * uiuul educators rcully 
L , ™ ln 8 to these issues unri highlight- 
“g Inc difficult connections between 
them? 

that the BEd programme 
"Mid facilitate and encourage debate 
“^understanding of these issues. ’Hie 
ttrapleilon of pretty curriculum files 
rv"* .construction of mobiles can 
vrfv he made to wait. Instead, 
gwes on media education and the 
jjyxnfbrtable subject of childhood 

Record rights 

al •his school can vouch for 
. J'wsaom of giving parents a right of 
0 rcc °rds on their children 
over . *° fct governors 
*£0* records*, TES, October 9). 
fimh., h 9 w cver. gone a step 
Bnd taken the initiative in 
Fading photocopies of our internal 

diSjf 1 r iJ®SK“ ■» 8 Basis for 
We did not charge - but we 
No copy of 


jjjutfon. We did not charge - but we 

itoiSte. 8 s,l P u latIon: No copy of 
without an appointment to talk 

foSjJWp was that only 4 out of 320 
iffiS?. ** mw wM ‘he teacher 
seir child al the end of the school 


* xuiutry micros 

ra^in? C r , l readi l , ?8 the article "Prog- 
S^UBbiy” (TES, October 
have , more emphasis should 
! to the^S P laced on microcomputers 
tuZ EJW classroom. With the 
. ihelMmfo microcomputers in 
h8v S°>hbwJ^j as tbe dastiomi, they 
their potential in mmro- 
of III Affti^tiou of school children 
CUrr touuun aud fo most areas of the 

toequal- 

atSrassss 

combating, the 


High/Scope needs time 
to be evaluated 


1777 “ 


to computers on 


?»r T read Virginia Makins' article on 
High/Scopc (TES, October 2) with 
considerable sadness; the more so 
since only the previous evening I had 
listened with 250 others to a present- 
tion by David Wdkart himself. 

May 2 reassure the lecturers from 
Froebcl and London University Insti- 
tute that Hich/Scopo is not in competi- 
tion with their philosophies nor in their 
recruitment for in-service students. 1 
am a Margaret McMillan disciple my- 
self, but I nope I have learned through 
long experience of working with young 
children and with those concerned 
with the development of the Early 
Years to appreciate that there can be 
no room for complacency. 

There is no panacea for the type and 
content of provision for the Early 
Years. It is worth remembering it (s 
only in the last decade that nursery 
doors have been opened to parents, 
although the McMillan sisters were 
pioneering the idea more than 70 years 
ago. 

Educators must keep an open and 
thoughtful mind on developments, 
especially on what would appear to be 
good effective practice bom out by 
longitudinal research. If such practice 
not only ensures full intellectual de- 
velopment but in addition enhnnccs 
the development of the whole person, 
then we cannot ignore it. 

The High/Scopc Philosophy is not 
some new package recently arrived on 
the scene. I have been following the 
progress of this research for n number 
of years. 


sexuality arc desperately needed. I 
want to be equipped to teach against 
Hungerford and annihilation-based 
cartoons and about sexuality. 

Jeremy Scabrook nnd Nicholas 
Tucker cannot he my only “tutors”. I 
need to feel that the rest of the BEd 
student and teaching body Is as anxious 
nnd determined to develop lenching 
strategics against the influence of sen- 
sat ionalizcii violence and n media 
which is only too happy to fan the 
flumes of public fenr and curiosity over 
child related issues. 

Muny more frightening and taboo 
Issuor arc going to come to light before 
the long utid course is over. I want to 
be trained to act on them and help kids 
nnd their parents come to terms with 
them. The Inflexibility and Irrelevance 
of much of tho current BEd program- 
me is not helping. 

JULIAN HYDE 

West Sussex Institute of Higher 
Education 

Upper Bognor Road 
Bognor Regis 

year. We have to find ways of achiev- 
ing 100 per cent success next time. 

wc hear a great deal about parents' 
rights but not so much about their 
responsibilities. I believe that the most 
successful initiatives to bring parents 
and tcachere closer together involve 
some sort of contract, where both 
parties undertake action on behalf of 
the child. 

Certainly records are better under- 
stood if read and discussed in part- 
nership. 

MICHAEL WOODS 
Hadleigh county primary 
Station Road 
Hadleigh 
Ipswlcn, Suffolk 


equal terms at a pnm^ JtewU [hen 
later problems would be less Jdcelyto 
develop. If the problem of »‘‘reofyg- 
ing and computers is jot deg wM 
soon, then once again males wiJj 
greatly oulnumberfema! les in a world 
which already carries a high profes 
sionai status - computerized inform - 

Wining b 

needed to train all primary 

darv teachers to become aware or the 

edwational advantages at ! the 

fifSgS firing Id a tecfinolo^cal 

CAROLINE CLANCY .... 

Year Jf, BEd Hons student . 

Froebel Institute College 

SSSSwS.- • > V '.' 




. Jp % 



No panacea for Early Years provision 

It is essential that before criticizing 
or applauding any development one 
must take time ana interest to evaluate 
it thoroughly oneself. This is what we 
intend to do in Hounslow, involving 
enthusiastic experienced staff. 

What we have discovered in our 
probing so far is the following: 
a The underlying philosophy is not 
new to good practitioners, 
b What it docs offer, however, are 
aduptable ideas for a framework 
within which children and adults 
may negotiate together within a 
child-centred environment, 
c Children are encouraged to think 
ahead, to make decisions, to enter 
into problem-solving situations 
through "play” or "work”, which 


ever term one chooses; and most 
important become confident in the 
knowledge that someone will have 
time ana be interested to hear how 
the activity progressed, 
d It offers enrichment and extension to 
existing good practice. 

Equally important, however, is the 
enthusiasm that can be generated 
through bringing together highly moti- 
vated and deaicatedstaff teams, sever- 
al members of whom have had basic 
Froebel training as a background, to 
evaluate High/Scope and to re-ex- 
amine their own practice. After 
attending a one-week residential eva- 
luation course, our teams have re- 
turned to their classrooms full of 
enthusiasm to refine and extend ex- 
isting excellent nursety practice. 

Of course, good philosophical ideas 
are open to misinterpretation. How 
often have we seen the laissez-faire 
approach to supposedly child-centred 
learning resulting in chaos in the 
classroom, or the carefully contrived 
curriculum where children move to a 
teacher-directed activity - and per- 
form according to adult expectation? 

I am confident that those enthusias- 
tic teachers and nursery nurses in 
Avon and Hounslow who btc explor- 
ing the High/Scope curriculum will 
find it easier to relate to David 
Weikart’s openness and enthusiasm, 
than to the defensive stance of his 
critics. 

BETTYLUPTON 
Primary Adviser Early Years 
London Borough of Hounslow 


tioos of the exchange, I received a 
grant but my total salary for the year 
was still only about half of that which 
the American teacher received. This 
condition applied to British teachers 
only; exchange teachers from all other 
countries received the 8 amt salaries as 
their American counterparu, wftich 
were paid bytift US district for w W 
they worked. • , • ■ 

llic Americans thought tbe British 
teacher was unfairly treated and would 
have liked to have contributed to (he 
British teacher’s salary, but were not 
allowed to do so. No explanation was 
ever offered, for this condition. A 

American way 

Sir - AH who are interested in, and 
involved with, the exchange of 
teachers between the UK and the US 


is offered reasonable financial condi 
tions. If )ie does not do tbls, is he really 
interested in encouraging teacher ex- 
changes? While we had much to learn 
from the US. the American teachers 
agreed that they' had just' at much to 
learn from us, 1 

fo any case, why stop at the US7 Has 
Mr Baker considered facilitating ex- 
changes with other countries such as 
West Germany, France and Scandina- 
via? Or even with the. Soviet . Union . 
' and the Eastern Bloc countries? 
JOHN CLAPPERTON 
2 Pearce Grove 
Edinburgh • 

Second World War and still flourishes 
today. I know from perianal, ekperi- 


People factor 

Sir - The doubts expressed in Virginia 
Makins' article about the High/Scope 
curriculum arc shared by some of us 
who are trying to implement aspects of 
the programme In nursery schools. I 
feci that the problem lies, perhaps, not 
witii the programme itself, but with 
some of its practitioners. 

To concentrate on particular aspects 
of the methodology, such as the "plan, 
do, review” sequence, or on a rigid 
interpretation of the structure of the 
day, surely misses the point. Devices 
such as these which support the princi- 
ples underlying the programme are by 
no means a “be-alr in themselves. 

The basic tenets of a system based 
on real experiences, self-initiated 
learning, and the respect which sees 
children as the principal dynamic force 
'in their own development, is surely 
espoused by many pre-school practi- 
tioners. What Hfgli/Scope seems to 
offer, is a more thought-through 
approach to these principles. It is, 
perhaps, midway between a highly 
structured teacher-directed approach, 
and a kind of woolly liberalism which 
can veer between laissez-faire on the 
one hand, and a “manners and morals” 
approach on the other. 

Jn this climate, really good nursery 
practice depends on the individual 
skills, perceptions, and sensitivities of 
its practitioners. It seems hard to 
discern a consensus on how current 
research can, and should, be reflected 
in practice. 


in practice. 

It would be a pity if the High/Scope 
methodology was judged by the per- 
formance of those who do not fully 



understand it. Any system is only as 
good as those who work within it. 

Mrs M A BEATTIE 
Walkergate Nursery 
Shields Road 
Newcastle on Tyne 


Special reforms 

Sir - As l was not called to speak in the 
education debate at tbe Conservative 
Party Conference, 1 would be grateful 
if you would publish my letter because 
special education was not mentioned 
at all (either by delegates or the 
Minister). 

The resolution at the conference 
mentioned ''all children benefiting 
from a sound state education”. 

As the chairman of governors of a 
special school, I would like to draw, 
attention to pupils with special needs 
(that is, the mental and physically 
handicapped and those children with 
behavioural and learning difficulties). 

The Wamock philosophy of chil- 
dren with special needs receiving the 
ordinary curriculum plus extra help 
was accepted under the 1981 Educa- 
tion Act. 1 wonder what the Govern- 
ment intends to do about the children 
for whom Wamock became a lifeline. 


of exclusion and exemption (a very 
negative concept). There is no appa- 
rent positive policy for our group of 
pupils. 

If local education authorities are in 


the US to study.the'way in \yhiqh; they 
are tackling some of oiir iqqtua) eqdca- 
Hoaal problems..; . )V ■ 

As. your'v readers may know, the. 
exchange scheme between the UK and . 

drifted since - before V ; >. 


an cxchpiige. Those who are interested 
should contact the Central Bureau, 
Seymour Mews House, London WIH 
9PE. 

JOANCAMP 

Chairman * *•• • . ; 

UK/USTeacber Exchange Cpmmittee 
9 WatHogtod Court 
Great MTs^enaen-: , 

Eycks V 


future to allocate funds to schools on a 
per capita basis, I am concerned that 
the additional costs based on Indi- 
vidual requirements for pupils with 
special needs seems to lack recogni- 
tion. Two per cent of these pupils are 
in special schools, but at any one time 
18 per cent are In ordinary schools.' 
How is the position of special needs 
pupils in grant maintained schools to 
be safeguarded? 

As a former teacher: in a special 
school, I wonder how relevant the 
testing of our pupils four times in their 
school career is? ]1 could be most 
distressing for parents and pupils to 


below normal" label attached to 

them . • . - . 

I would ask all concerned in the 
peat education reform debate to con- 
; rider these fssues and allay the worries 
.'Of the most vulnerable members of our 
society. 

Mrs S H CAWTHRA 1 
“Longmynd" 

. 19 Brooxdale Road ! : 

BramhaH *’• 

Cheshire * ■* • , ." 1 




TALKBACK 


THE TIMES EDUCATIONAL SUPPLEMENT 23.10 * 


m.- 

ml 

r-'y 

j . •*; 


|l 4 . ir 

• J {I, 

36 !■ ■'! 
■s.-Ji; 


I The real issue in Dewsbury is nut how 
Mr Baker's proposals for open enrol- 
ment would have helped the parents. Ii 
is the more enduring unc of reconciling 
parental rights with the curricular 
policies of sole local education author- 
Hies. 

This was recognized by Shahid Til- 
ley in Labour Briefing No 48: “The 
Left in the Labour Party has been 
ideologically bewildered over how the 
state should relate to culture, religion, 
and ethnicity." He added that the 
rhetoric oF multicultural ism "has been 
lifted and put to new and frightening 
uses by the likes of Fred Naylor. 
Ronald Butt and Ray Honey ford. We 
now find that we have no effective, 
coherent critique of their campaign". 

It is not only Labour's Left that is 
bewildered by Dewsbury. The more 
reasonable David Bfunkett in his Plat- 
form article (TES, September 25 J was 
never able to reconcile his sensible 
recognition that the nspi rations of 
white parents need to he supported, in 
the smne wny as those of black parents, 
with the curricular imperatives of 
fashionable multicultural policies in- I 
spired by the Left. 

Any analysis must start will) the 
curriculum In Headfield School, with 
its AS per cent or Asian pupils. I am 
convinced that U was the curriculum 
offered at Headfield, and not the racial 
characteristics of its pupils, Ihut 
offended the Dewsbury parents. And 
this curriculum wus what it was bc- 
enuse of the culture of the Asian 
children, not their race. The race card 
had been played by the Left, who 
deliberately confuse race with culture. 

The most striking feature of the 
curriculum at Handheld is the act of 
worship. It is not Christian, as David 
Blunkctt claims. Mr Biunkett based 
his claim on the observation that 


DEWSBURY 


A contempt for parents 


Fred Naylor 


Headfield was a Church of England 
school with a vicar as chairman of the 
governors, hut his conclusion is a non 
sequilur. 

I had very lengthy and friendly 
discussions with the vicar. Father 
Ashworth. His view is that it would be 
wrong to have Christian hymns and 
prayers when 85 per cent of pupils 
were Asian - even though they could 
be withdrawn to have their own Mus- 
lim act of worship. 

I found it quite understandable that 
he, a High Churchman, had never 
con ducted an act of worship at Head- 
field, not received the school for a 
service in the nearby church. While not 
agreeing, I saw his point of view. 

The promotion of Christianity could 
act as a barrier to bridge-building 
between the two communities. The act 
of worship was neither Christian nor 
Muslim. It wus syncretistic. 

Although Father Ashworth was un- 
aware of it, Headfield had taken the 
first of the steps deemed necessary by 
those determined to move from a 
Christ-centred to a god-centred system 
of belief- a step properly described by 
one of the leaders of this movement. 
Professor John Hicks, as a revolution 
equal in magnitude to the Copcmican 
revolution in astronomy. 

If it was necessary for Headfield to 
make this concession to Asians over 
religion, what other concessions had it 
made concerning other important ele- j 
ments of British culture that might | 


GCSE 


Spreading the load 


Colin McCarty 


GCSE coursework will provide yet 
another cause of st ress for te achers this 
year. Not the marking of it - teachers 
already have thought about that and 
no doubt girded themselves to face it 
{paid or unpaid) - but the collecting of 
it from the pupils. 

Many pupils are notorious for failing 
to meet deadlines for completing 
work. I suspect that this year may turn 
into b series of crises for some young- 
stera ns a major part oF their fifth year 
programme could be writing up 
coursework. If the exam boards' set 
deadlines for the most of their course- 
work in the second half of the spring 
term, there could be some unhappy 
confrontations. 

Teachers, mindful of the need for 
good results In their subject, will be 
pressing for quality work and requiring 
pupils to give "ail' 1 their time to it. 

The zealous colleague, who allows 
deadline slippage (o occur so a pupil 
can improve his or her work just a bit 
. more, may cause another subject's 
deadline to be put under threat or be 
breached. 

The lackadaisical teacher, on the 
other hand, will be n downright 
menace, both to pupils and Colleagues, 
os he or she allows things to drift until 
the lost moment, before hitting the 
panic button. 

The deadlines for (he moderation of 
the marked work will put pressure on 
- teachers , who aro required to hove the 
material marked bn time. So delays in 
gelling Work In at tills stage will rrtcan 
the teacher having to work to an even 
tighter schedule, -to get the work, 
assessed. ■ 

The subjects that do not have 
coursework will still be fighting (heir 
corner for pupils' attentions, time and 
work , : meanwhile. 

Then there are the parents. Can you 
see them now, sending 'pleading letters 
asking for grace to complete this or 
that? The variety pf reasons Why. 


concern ihc Dewsbury parents, such as 
history, lircraturc and science? 


Since 1 was refused entry to Ihc 
school 1 can only guess. My guess, 
however, is an informed one based on 


a study of the Kirktees multicultural 
education policy, as published and as 
explained to me at length by an officer 
of the authority. 

All analyses of multicultural educa- 
tion recognize three models. The First 
is assimilation. For Headfield this 
means that the Asians would be ex- 
pected to follow a curriculum based on 
the British model. This has been firmly 
ruled out by Kirklecs, which goes so 
far as to condemn a Eurocentric sylla- 
bus as racist. If Headfield is following 
the directions given to it in the letter 
sent to ail heads it is clear that the 
parents would be fully justified in not 
wanting (heir children to go there, and 
presumably would be supported by 
David Biunkett. 

It will, of course, be retorted that 
given the Kirklees policy the parents 
would be no worse off with Headfield 
than with Overt home. Bui this would 
be to assume that the policy is operat- 
ing in all schools. There is no evidence 
that it is, but the parents feel that the 
opposition to a Eurocentric syllabus is 
more likely in Headfield, with its 85 
per cent of Asians, than in Over- 
thorpe. 

Kirklees has, in fact, rejected not 
only assimilation but the second model 
too. This is diversity, which would 


allow every group, majority and 
minority alike, to have their children 
educated in their own I radii ions. 

The authority has adopted the third 
option - that of equality under which 
all children, whatever Ihc wishes of 
(heir parents, arc lu be provided wilh 
common experiences in all subjects. 
These arc not to be centred on JEuro- 
l pean culture. Not only are majority- 
culture children to be cut off from their 
roots but children of the minority 
cultures too arc to be similarly, dep- 
rived. This is a rcciple for nihilism. 

The Kirklees model for multicultu- 
ral education ignores the fundamental 
right of parents to secure education in 
conformity with their own religious 
and philosophical convictions, as 
guaranteed by the European Conven- 
tion on Human Rights. The authority 
ignores it on principle, and docs not tty 
to plead “inefficient use of resources' . 
The imposition of common values and 
experiences - the essence of the equal- 
ity option - is social engineering at its 
worst. 

The same contempt for parents was 
shown in the way school places have 
been allotted by Kirklees this year. 
Overthorpe, with space for568, was to 
have 347 pupils; Headfield, with room 
for 445, was to have 563. The appeals 
committees had this information, but 
they were still determined that 26 
children should be refused entry to 
Overthorpe and sent to overcrowded 
Headfield. 

It is small wonder that Dewsbury is 
making the Left surrender the high 
moral ground. 

Fred Naylor is secretary of The Paren- 
tal Alliance for Choice in Education 
and acted as educational adviser to the 
protesting Dewsbury parents 


will need to have clear, published 
deadlines for all GCSE coursework. 
organized to avoid major clashes ana. 
excessive demands on pupils, and 
known and respected by all teachers. 
In fact, the pupils and parents should 
have had them by now, and under- 
stand the full implication of a planned 
workload. 

‘ At my own school, the licgotlation 
and preparation of the calendar of i 
deadlines provided a major topic for 
the school closures, both last leim and 
•in the previous year. Coupled to this, 
the topic also provided a valuable 
opportunity for all colleagues jto be 
briefed on (he demands of the new 
course. 

On -the same INSET days, we were 
also able to look at the GCSE demands 
and the whole school calendar of 
events. Our experiences lead me to 
suggest that schools will also need to 
watch the way other activities can 
impinge on a pupil’s Ume. For exam- 
ple, work experience for a fifth former 
' may be just too much to cope with if an 
important piece of coursework is re- 
quired at about that time. Equally, the 



GOVERNORS 1 MEETINGS 

Defensive play 

Michael Ormston 


mock exams may produce their own 
hiatus, particularly If they occur in the 
Spring Term. 


comments about marking and grading 
may Start to come in about those 
Subjects that have high levels of con- 
tinuous assessment. And the final 
straw, no doubt, will be the tabloids, 

, bdhicuiarly some of die Sunday ones; 
which will find everything and any- 
thing'fh attack in the present education 
■system 'blid’tbe ' nd w examinations V , 
To minimize, the problem, schools 


Is this another role for someone in 
the, senior management team? - to 
referee the demands of a wide and full 
curriculum against the requirement for 
pupil and teachers to cope with the 
: needs of the assessment system? It is 
not fair to place this conflict of priori- 
ties on a pupil. 

Someone must also be In aposltlon 
to be a mentor to the pupils. Tne lutar 
is likely to be the one teacher who can 
monitor the load on each scholar. For 
years, schools have said (he tutor is an 
important person, yet failed to give 
time, status or recognition to the role, 
[f schools are actively seeking to help 
each pupil do his or her best in the 
exam this summer, the tutor i£ likely to 
betiie person who can help moke this 
Wish a reality.. 

If there is*gqpd organization in 
..schools, clear Ip formation and a posi- 
tive partnership betwdefr parents and 


agonizing in the run up to. the x first! 


As the second round of annual school 
meetings gets underway, we offer the 
following defensive advice to chairmen 
of governors based on our survey of 
the meetings which took place during 
the summer term. 

1 Get the headteacher to advertise the 
meeting well in advance, but among a 
lot of Other humph about sports re- 
sults, jumble sales, fees for music 
lessons, and requests for parent heir 
pers. 

2 Request a tear-off slip to indicate 
that parents) are intending to attend. 
You might disguise this by saying that 
you only need to know the numbers for 
catering purposes. . , 

3 Send out the school report via pupil 

post. . , ■ 

4 Ensure that the. report is written In 
formal and official gobbledygook and 
is duplicated In monochrome on an old 
fashioned < duplicator. 

5 Call the meeting for 6,30 pm. 

6 Ask for any formal resolutions to be 
written, down and posted to the chair- 
man of governors 14, days before the 

meeting., , • 

7 Ask for an .’indication, of anything 

else that the parents may wish to raise 
prior to. the meeting. , , 

8 Do not invite any other members of 
staff (or anyone else who knows what 
is actually happening in the school) to 
attend. 

9 Ensure that the seating Is formal 
with all the important people sitting 
behind s table, facing the (by now 
■sn\aI})>Udlence. . 

.10 Read I duf (he report flowly, but do 




11 Then ask for any questions. 

If you have followed the above 
strategy, then all the questions should 
be of the formal kind like, “When is 
the date of the next meeting?" or “Are 
we quorate?” 

12 A silence may develop and if your 
audience is above average size (ten 
parents or five couples) it is likely that 
one of the audience will seek to fill this 
silence, 

13 Most likely they will ask a question 
directly related to the report: simply 
Tefer them back to the substance of the 
report. 

14 The next most likely thing is that 
they will ask a question about car parks 
or safety. Blame the local authority. 

15 However, they may, occasionally, 
refer to the curriculum. Ask the Head- 
teacher to respond, while you collect 
your thoughts. The head will fond off 
all such matters, with marvellous lan- 
guage. 

16 After ten minutes, you will be 
embarrassed by the silence and 
attempt , to keep the meeting going. 

I Stick to generalities (structure plans, 
car parking, safety and Aids), blame 


COMMON CORE 

Balanced arts 

Ken Robinson 


David Hargreaves comments {TES, 
September 111 that the arts are given 
“snort shrift in the government’s 
proposals for a national curriculum. 
This is not wholly true. The inclusion 
of art and music within the foundation 
subjects is welcome and encouraging. 
But art and music, vital as they are, are 
not enough. 

Young people need opportunities 
for serious work in a range of aits 
disciplines. The Government’s recog- 
nition of this is firmly on the record. 
The Gulbenkian report, The Arts in 
Schools, argued conclusively that 
adequate arts education is essential in 
achieving the aims which the Govern- 
ment had identified in The School 
Curriculum elaborated in Better 
Schools and which now form the basis 
of the national curriculum proposals. 

The Arts in Schools recommenda- 
tions were welcomed by the then 
Secretary of State Sir Keith Joseph as 
making r ‘a cogent case for the arts in 
the school curriculum". In a debate on 
the Arts in Schools in the House of 
Lords in April 1982, Lord Elton for the 
Government confirmed “lest there be 


any doubt, that the arts are not merely 
a desirable but an essential component 
of the education offered in schools.” 


Certainly the arts are essential In any 
curriculum which aims to challenge 
and reward the full range of children’s 
abilities - as the national curriculum 
proposals would seek to accomplish. 
Anyone who has been in a primary or 
secondary school where the arts are 
encouraged will know this. Quite apart 
from its Intrinsic value, effective arts 
education can also enhance work 
throughout the school by promoting 
curiosity, enjoyment ana self-esteem 
among pupils of all abilities. j 
- v To achieve this, It is not essential for j 
all pupils to work' In all the 
throughout the primary and sccondiq \ 
school, from 5 to 16. It is necessary that 
they should have a broad base of arts 
experiences In the primary school Bnd 
that in the secondary school they 
should have opportunities on a worth- 
while scale to work in arts disciplines 
which best suit their nptitudes and 
abilities. For some this will be art and 
music, for others not. 

Drama, dance and the verbal artt, 
which are not yet featured clearly m 
the 5 to 16 proposals arc equally 
important, offering as they do unique 
opportunities for work in different 
forms and media - including those w 
the new technologies - ana for dif- 
ferent styles ofgroup and individual 
achievement. This broader base ot 
provision is essential precisely because 
aptitudes and abilities do vary. 

In planning the national cumculuai. 
the arts, like the sciences and tne 
humanities, should be seen as a generic 
area of the curriculum. Within inis, a 
general distinction should be maoe 
between visual, verbal and performing i 
arts. Planning and provision mutt oe | 
co-ordinated to allow young people w 
Identify their strengths andlrtteresb™ 
the arts and to develop them on a 
worthwhile scale". As David Har- 
m-eaves implies, this reouircS an* 


the Le.a. and prepare to wind) up. 

IT Wind up by praising fellow gov- 
ernors, staff and ancUllaries and - 
while the audience are applauding - 
give the date of the next annual 
school meeting. 

■ 18 Go back to 1: primary Schools may 
find it convenient tore issue last term’s 
; Annual Report! Don't' forget , to 
change the date. 1 • . ; : : v 

Michael Orinstop (s ’ senior lecturer at. 


approach oi science teachers. 

For a long time, arts teachers hBve 
recognized that they should 
together. The national response to tn 
Arts in Schools project illustrates thd 
growing realization. More than 
teachers are at work in the P l0 lfr 
from all arts disciplines and across ^ 
foil primary and secondary ageranp 
Their effort is supported by t» 
Schools Curriculum Developme . 
Committee arid a number ot to* 
education authorities, wonting*® r“ 
riershlp with regional artsassocallo^ 
the Art, CbunSl. Qalta Cmmdwj 
many other agencies which p^rno 
and develop the;arts and 

Their task la Investigating 4**2 
effective ways in which the arts 
work together, and the collective 
tributlons of the visual, verbal an« 
performing arts to the cumcuium 
whole. A commitment to a broad a 1 .. 


tne assurances ■'“ji n m 

debate are eventually to be turned 
national , educational, practice. 

Ken Robinson is.diactoroffi wSQPf. 
^Aris ln£akooly}projeqlt rf>:M V r ' ■ 



tub TIMES JiDUCATfQNAL SUPPLEMENT , 2j.10.87 


FEATURES 



W hut is it like to he four und in nn 
infant class in school? And whnt is it 
like to he the tcnchcr in chnrgc of an 
infant class in which there nrc four- 

yw-okls? 

Last year, I wus released for n 12-weck 
secondment to explore the “learning environ- 
L*f of four-yeur-olds" in the light of local and 
wfonal concern uhout under-fives in infant 
stools. I set uhout my task hy sharing Ihc various 
tmronments or rour-yenr-oUls: playgroups, 
"“wHcs, family centres, mid schools. 

’ 'Vhat 1 found wns tlmt it is teachers in infnnt 
Jdiools who are under the greatest pressure when 
catering for the needs of under- fives: the com- 
mitnlty wants them to maintain ucurriculum more 
su iied to the needs of five to six -year-olds; they 
a « constrained hy large classes and school 
timetables; rind they hick space, resources and 
“raeiimes oven expertise. 

What is expected of the infant teacher in 
J” 1001 * even with a class that is predominantly 
^Br-to-five-year-olds, is Ihut they teach reading, 
and mathematical concepts. This comes 
vety strongly in Interviews with teachers 
through the way they organize their time, ft is 
“PP^nt also in comments made by parents and 
gently included in curriculum guidelines. “By 
r* Cn{ * of their Fust year they ure expected to 
Jr* all their single sounds, be able to copy 
do number bonds to 10, and have got 
the early books of the reading scheme” 
° nC * )r ‘ rnary sc * 10 ° l reception class’s 

.Lp® , rcs ult is that teachers in school involve 
2 sel yes in “work”, while Hie children arc 
n W- Nurseries, family centres and 
or tk^P® COu ^ ** f ttr morc Blluned to the needs 
of ii!SS • d ’ not refer to pressure from 

i 0r bislde their establishments; their 
mculum could be and wasexpected to be based 
Alia ^ *nd of course the ratio of adults to 
j^ruren actually facilitated active, individual 
[^^■ Nevertheless, the children being ca- 


foJ 0r “hool were from the Mine age group - 

^■year-olds. 

ojSjlfdng for 28 or more individual four-year- 




Four and in school 


Infant classes may be the least appropriate 
of all the options open to under-fives, 
Christine Stevenson finds 



Onc-hy-onc the children within the group com- 
pleted the tnsk, took the tray to be checked, then 
chose what to play wilh. 

Alfic struggled on, he was not able to recognize 
the numorals, to order them or to match them to 
the objects. His peer group informed him that he 
had “done it wrong”, abandoned him for the sand 
troy or water play or construction sets, and by the 
lime he was rescued by his teacher the "top 10” 
classroom activities were all full and he ended up 
with another sorting task, very similar to but not 
quite as demanding as the one that he had just 
failed. He went on after playtime to. fail to 
recognize ,, 2” , and to be singled out in front of the 
year group for doing so. 

I met other four-year-olds who, like Alfie, 
encountered situations that they were not ready 
for. Julie was making a sentence using Break- 
through apparatus. She needed words not con- 
tained in her folder. She went to ask for help but 
found a queue of children bent on a similar task. 
She quietly waited In her seat for her teacher to be 
free, only to be reprimanded and called "Miss | 
Lazy Bones” for not having completed her 

sentence. , . .. 

Many four-year-olds become enveloped in an 
atmosphere that is three Rs-orientated at a time 
in their development when water, sand, day, 
construction of ail kinds, role play and a climate 
of busy involvement in activities selected by tile 
child should also be available ip them. In many 
cases, it would be so much more appropriate. It 
would build up their confidence and self-esteem - 
rather than, as with Aifie and Julie; put them fn a 
situation in which they could fail merely because 

of their immaturity. . . . . *. 

Where children were provided with appropri- 
ate materials, they accepted the demands made 
by those materials and used them to forther ihdr 
own experience or to set their own challenge, 
blocks became fortresses, sand 
landscape. monsters were moulded from c ay, 
tadU tain* the vehicle for problooirsolytag, 
water was medicine, «nfik.’or the oc^ and a 
adeettah of waistcoats, top hats; handbags, a 
camera tod skirt* gave rise to a n impromptu 

Li» «>«<**. ; ■ 

by 


could be called nway to rend, to write or to do 
their moths for the day. 

In situations where the child, not the curricu- 
lum, took precedence and where there were more 
adults on hand to lake up a child’s interest, these 
Interests could bo extended, oa in the case of 
Paula who was fascinated by a tank of tadpoles. 
She kept going over to the tank and viewing the 
wriggling specimens through a magnifying lens, 
Tills was observed by the teacher who jojned her, 
pointing out the characteristics of the tadpoles, 
they then matched up (he stage of development In 
a reference book and Paula decided to make some 
clay tadpoles and to drew her tadpoles and she 
lastly went to do a "tadpole" book. 

- The two main points here are that the adult and 
resources were available to take on' the child's 
interest arid the timetable did. not restrict the 
activity. So Often in school, the timetable halted 
activity, lessened coriceiitratiort and sometimes 
thwarted the child’s purpose completely. 1 
A striking example of this was John who was 
totally engrossed jn making a tractor from junk 
materials* Every time he put the cab on to the 
body the wheels came off. He eventually found 
the box of split pins among the-, resources 
provided: *. 

. Johrii it will’hoid the wheels on. ; • 

Adult: What else will it do,7 .. s 

' ; Johnslt will let the wheels go round. 

• Adult: So what will you hove to do? . 

Johrii; Mm . .. V change the 1 wheels because 

• ! I’ve glued them. 

He finds some card to make new wheels, . 

* removes ! he | sticky ones, cuts two cardboard 

circles and begins to fasten on the new wheels 
to a new body. • . . 

Teacher! It’s PE time, John. • 


afternoon sessions and 1 observed one particular 
four year old who was totally engrossed in 
completing a complex building structure with 
large blocks. He kept rethinking his strategy and 
having another go getting very excited when he 
thought he had succeeded. 

“I've done it, I’ve done U, I've nearly made 
, It to the top, i could spend all day building 
this until It’s ail balanced.” 

(The bricks all topple for the fourth or fifth time) 
“When ft. gets too full it all falls down, I 
know 1 'll get some more smaller blocks for 
(he middle ..." 

But ihc timetable says that it is time for him to go 
to the sand, no one shows any interest In Wb 
achievement or in whnt he was attempting - the 
adult going down one track, the child down 
another, sometimes they met to further a child’s 
purpose and experience, sometimes not. 

Where young children wore the only responsi- 
bility of the establishment, the pattern of the day 
was geared to tiicir age, stage and needs; 
activities, resources, adults and space were 
available for the child to explore in his own time, 
at his own pace and without the restriction of 
constant interruption. Children were able to 
s^end long periods of time at an activity and they 

Four-yearrolds can and do concentrate, but the 
age -and stage of four is such that “seir is all 
important, more important than any group, large 
or small, and when the four-year-old self is 
provided with real first-hand experience, and 
time; to: explore it, that four-year-old can be 
immersed totally. 

Our young children In school need opportuni- 
ties to see fully through thejr self-imposed 
challenges, and above all, (rained adults, noton a 
basis of one to 28 but at least one adult to ten 
children, on hand to oxplore with them, to lead, 
to guide, and to challenge. 

The teachers of . our young children need our 
support in the task that they face. It would seem 
that their biggest challenge is their need: 

□ to justify the environment and equipment 
needed by four-year-olds to parents, teachers and 
the community; and 

□ tb be freed from the belief that work and play 
are separate and that work is important and 
justifiable and play is ifot. 

This Involves making sure that the equipment 
ajnd resources are provided for them and,, fur- 


■ John: I don’t Want to go. (Ho reaches for a l , thermore, pre-supposes that teachers are both 


split pin.) • . ' > 

Teacher! I think. you should. • . 

; John: No, I don’t want to. (He 1 carries on with 
hk model.) : ’ ' ■ ' ’ 

". Teacher} Come bn John you can finish it later. 


able and wilting to define and defend. i]je 
educational needs of four-year-olds, and then to 
share their beliefs apd expertise with the com- 
munities that they serve. • > 


•' ; Chfistine Stevenson h head of Foiirfields'$k{ri)y 

: He^ reluctantly changes for PE and join^ the qlakt- pfittulfy Scfioof t Peterborough. Her res'dtjrm 
going in the hall, •, , • ' ’ rir&o'tfr/wrfctf'fo ^ 

In sortie establish mertfsithe system ; was 'such and.practice l p«fc//j/irti by NFEk{Sgl$Cj$& 

‘ that a -child should experience aft the activities £2„5fl > including -postage ■ and obtahiatw^Jpoin 


* teacher/so achlld jn the I that a -child should experience aft the activities I £2.SD > including -postage : and oip^iqbhfjroh 
riWvW&J diirtnt The,Mere^iilptohrPar(^iiodgi\i &tfchs- 

,Sm •; • Mail fd m.tu iWw ' . A*kht* ft 1 




THETIMES EDUCATIONAL SUPPLEMENT 23.1047 


O n the wall of Duvid Hughes's office at 
Red Lodge School, in Southampton Is 
a prized possession: Alan Rail's gold 
winners medal from the 1%6 World 
Cup. It has been there some time - on permanent 
loan from the footballer turned manager, who has 
more or less “adopted” the 12 to 16 school for 
children with moderate learning difficulties. 

Other trophies adorn the head's office and the 
walls of the school: Peter Shilton's goalkeeper's 
jersey from the ill-fated world cup semi-final 
against Argentina; signed footballs; photographs 
of world cricketing celebrities having a knockab- 
out with the pupils on the playground; and 
well-known actors - including George Cole 
(Arfur Dafey in Minder ) on a friendly tour of 
| inspection. 

At the moment, pride of place is given to a 
cricket bat signed by the complete Nottingham 
team, who won the NntWest trophy this year. "I 
should gei £500 for that," says Hughes, confident- 
ly. “That'll pay for 10 holidays abroad next year 
. . .I’ll take It to Round Table, Rotary, I'll play 
one off against another and the money will be 
there. Someone will buy it for £100, then, maybe 
after they've had a few drinks they'll say ‘put it 
back in - raffle it’.” 

Hughes could be regarded as a bit of an Arfur 
Daley, transferred to an educational setting. “1 
just like to go out and get the best for these 
children. They deserve the best, so I just go out 
and get it for them," he soys. “The best" is his 
catch phrase. The school boasts a brand new 
sports hall, minibus, a birthday present (mini- 
mum value £1) for every pupil, regular heovily- 
subsidized holidays in England and abroad for all, 
and an enviable well-kept building, with fresh 
paint, carpets, flowers and murals. 

It is clear that the facilities have cost far more 
than would be provided by the local authority for 
a special school serving 150 children. But Hughes 
will not be drawn on the amount raised by him 
and the amount provided by the education 
"/authority. Like Arfur, he knows the tactical value 
of silence. Also like Arfur, he understands that 
where money is concerned, an unorthodox 
approach is sometimes best. On big purchases 
like the sports hall (a bargain £46,000, with £5,000 
from the l.e.a.) and the minibus he orders fiist 
and raises the money second. 

‘They deserve (he best, so l just go out and 
get it for them 1 


Nothing but the best will do 


Jumble sales? Coffee mornings? Guess the, 
weight of the headteacher? Hughes docs not 
bother with such small ideas: His first fund-raising - 
project Is a case In point. A local landlord put 
Hughes in touch with the Glenflddich whisky 
distillery, who offered a large quantity of the 
product as a raffle prize. Three months later, after 
n (heavily-publicized) sponsored hitch-hike to ' 
Scotland to pick up the whisky, and a large scale 
raffle, Red Lodge nearly had the £8,QQQ for a new 
bus. It also had a new governor - the pub 
landlord. The raffle, winner - an ex-teacher - 
found out that the bus fund was short of £356, and 
promptly wrote a cheque for that amount. There 
are a number of. people who, having visited, 
simply give the school moriey, . .. 

Hughes confesses that he enjoys the fund 
raising, although ha stresses that staff are never 
pressed to join In. Some do, some do not. He 
knows that schools for more visibly disadvan- 
taged children have two head starts where fund, 
raising is concerned; easy sympathy and a larger' 
number of parents who arc ready and wilting to 
get stuck in. For many of the Red Lodge children, 

. the parents are the problem. Finding a parent 
governor for Red Lodge can bo a tricky business. 

The school's high local publicity profile has 
other, noil-financial benefits. It brings kudos 
rot her than stigma. For the children, contact with 
; celebrities means an increase In self-esteem. For 
the visitor, of which there are many, it means on 
increased understanding of a largely uncelebrated 
corner of special qdi^cation. 

I 1 Hughes came intqVqducfltiqn at 30, haying 
I started a enreer- jn banking. His devotion to 

i hockey ied him to uonchlng In a borst fcl . He began 

j- to do voluntary work In ait approved school-.-"! 
j . couldn't understand what the problem wa$ with" 

J . j dealing with these children,” he re members. 

' 1 Eventually he left banking, took a .teaching: 

• ; .course, with the sole object of teachingwhat wps . 
then known as "maiod justed” children, and 
started work in schools for the maladjusted, 
.i.where he was horrified by what he saw: “The 
dhityren weren't getting what they needed, they 
wen; bejng. sold short." They were also ^eirig ( 

: beaten- 'Ji was nafye . I thought ‘special .edpeafion ,, 

I - special people'. I was wrong.” 




With the Government proposing to make schools 
responsible for their own finances, Nick Baker 
meets a headteacher who sees fundraising as part 
of his professional duty; and Virginia Makins 
(opposite) talks to another who left the state 
system for just that kind of independence. 



David Hughes (below) splashed out on the sports hall before he'd raised the money 



Red Lodge is an escape from the Impersonal big school 



Ten years later, special circumstances gained 
him the headship at Red Lodge. Pitted against 
w|iat he saw was strong competition at Interview, 
he decided he Uked the school, from what he saw 
of it on a visit during the morning of the interview. 
He asked a girl in a cookery class for a rock cake. 
Ipiey were not ready. I^ter jn the morning, the 
gi flight him out With the requested cake. He 
thanked he^ politely j 
.. :Bkck at thd‘ 

interviews in ,tl 
inevitable •, question, 
headship? He took 
and placed L , it ;.pn 
distinguished p'ariei. 


Ho also, hates labels - knowing that stigma can 
attach itself to any euphemism. He came into the 
profession just as: ‘‘mental defective’’ was going 
out, but he still has hod a list of successors of 
various descriptions. .“I’ve looked maladjusted 
up, Mr Hughes," one boy said to him at a previous 
school. “They call me it, sp l’m going to act It". 
Hughes hajed "edurationally.subnonnalV, does 
hot think ‘'moderate learning difficulties" is 
adequate to describe the sort dr urban children at 
hfs school and can only just about live with 
"special needs".'. . ;■ ... . 1 •’ 

The tranquil almqsph'Cre of (he school belies 
the fact that its pupils may bb th^vtetifns of sertual 
abuse and other forihi of physical and mental 


some staff, a handful of children have problems 
created by the mainstream system itself. 

Not so 14-year-old Dennis: “I was a bit abusive 
of the teachers and backwards at my work," he 
explains frankly. Dennis (not his real name) says 
he used to wet himself and fly into tantrums. His 
teacher Inter says that his stepfather, who brought 
his natural son into the family, disregards Dennis 
and has even stolen from him to give to his 
half-brother. 

After a load of schools, I came here," says 
Dennis, who confesses that, having fallen into a 
swimming pool when he was a toddler, he used to 
be terrified of water. After two years at Red 
Lodge, he is just about to try for a gold swimming 
award. What is the Red Lodge secret? Dennis 
says; “Just the teachers. They're really patient. 

The others try and be nice to you, but they can’t 
always.” 

Dennis's problems are far from extreme. One 
pupil has 16 siblings. Another huge family simply 
arrived from the north at a Southampton DHSS 
office and more or less said “look after us". 
Hughes, and other members of staff, as well as the 
EWO make home visits that can appal them. 
Occasionally an unwanted visit from a violent or 
drunken parent has to be dealt with. H Our 
children are the most vulnerable in society. When 
people take PE or swimming, we’re not con- 
sciously looking at the child, but you’re somehow 
aware. If you notice bruises, you follow it up,” 
says second deputy Ros McCarthy. 

On the day of my visit, there were no visible 
incidents, although more than one member of the 
15 staff confessed that they wished there had 
been, so I could see how they were dealt with. 
Hughes operates no punishment sanction other 
than picking up Utter. He picks up litter with the 
offenders. Many apologize for losing control. 

On the other hand, there is no question of the 
staff being surrogate parents, compensating on an 
emotional level for what Is missing at home. 
“Dangerous", says Hughes. The line between 
personal, friendly, attention and professional 
‘responsibility Is finely drawn at the school.. The 
school's quiet and warm atmosphere belies i the 
fact that it is the scene of struggle of all sorts- 
mainly with English and maths. Leavers with a 
reading age of six are not uncommon. Jennifer 
Cox, a teacher at Red Lodge, explains tlmt a lot of 

4 We all know that the children are mare 
important than our principles* 

one-to-one work has to go on, with constant 
emphasis on the child’s view of him or herself as 
important. 

How do the staff feel about the amount of fund 
raising? “We all think wc shouldn't have to do it," 
says Jennifer Cox, “But we all know that the 
children are more important than our principles." 
The same feelings were applied to the teachers' 
dispute. 

Most of the staff started their career In 
mainstream education, but It would be wrong to 
regard Red Lodge as an escape: “If you were 
finding mainstream hard because of discipline, 
you’ll find it hard here," says Ms Cox. "It is an 
escape from the impersonal world of the nig 
school . . . It's selfish really. We get rewards from 
relationships." On the other hand, the staff agree 
that opportunities for the professional rewards oi 
promotion and status do not exist. 

Forex-pupils, prospects are good. In the fifth 
year, they start “independence training" -getting 
used to being self-reliant in the outside world. 
There's plenty of opportunity for work expen- 
ence too, with long-term employer-school rela- 
tionships steadied by what Terry Purse, head ot 
fifth year, calls “ego boosting" of those who oner 
placements. A lot of them prefer Red Lodge 
pupils to other fifth-formers: “They’re rery 
amenable," explains Purse. "They're prepared to 
do menial tasks, arid they don’t go m wun 
fantastic expectations.’’ 

; Most go into special tertiary education , or, 
successfully, Into a Youth Training Schem ■ 
About three quarters go on to a steady 
Nobody tells them their life outside school will 
easy, arid some :return quite regularly to J* . 
Lodge for a boost. The Red Lodge Youth u 
provides weekly social sessions, for «-p u P 
Some of its members are well into .their lh“J*~ . 

Hughes ' knows that much of the sch°°J* ■ 
success is linked with its comparative wealth. e_ i 
he will riot enter irito a conversation a 0° u , , 

rights and wrongs of fund raising on such. a Jarp : 
scalp: *Tpipy need holidays, tycy nee<i 8 : 

hall, they, peed a minibus. I sqft it as cssentw • 

.■ :• 

hliffiufr 




THETIMES EDUCATIONAL SUPPLEMENT 23 . 10.87 


On our 
own 


don't feel I left the stale system - it left 
I me,” says John Crook , who in 19X4 gave up 
I a deputy headship ul Heston, u large West 
A London comprehensive, to run Haliiford, a 
small private school for .MIDboys. in Shcppcrion, 
Surrey. 

“State cduculion has been highjacked by the 
Government. For 20 years l was u firm advocate 
of state cduculion mid comprehensive education. 
That's changed because of the unholy alliance 
between Left and Right, which hits allowed both 
to intervene in schools, bringing utilitarianism or 
subversion.” 

Earlier, he says, it was the teachers who 
highjacked education, introducing curriculum 
experiments without ever bothering to get the 
consent or understanding of parents. 

“By 1977, Heston was a smashing school and 
beginning to respond to its clientele. We were 
taking account of the Taylor report and develop- 
ing a partnership with purents, but then wc 
started being told what to teach hy central and 
local Government. There was a marked de- 
terioration in 19X1-83, when we seemed to lose 
control of the school. 

"We were forced to abandon CEE Mode 
Three, which suited our pupils, nnd go for the 
narrow City ami Guilds course. TVF.I might huve 
made some sense if we hud full employment - as it 
b, it gives teachers the power to decide who arc 
ping to be tomorrow’s migrant workforce. Once 
ikid is branded with tlmt idea of himself, that’s it. 
Teachers should not have that power.” 

John Crook is ebullient, outspoken and, once 
he had taken the leap across the great state- 
private divide, happy as can be. Before he came 
to Milord, it was seen muinly as u school for 
toy* rio failed the entrance exams or more 
■writ) us plnccs. The school has no endowments, 
tod its fees are low by London boys’ school 
*>ndards (£700 a term) hut Hint still brings in 
Jwre as much ns is spent on a secondary place in 
wal&chouls. The pupil-teacher ratio is 13.5 to 
one. 

Bie school hits clearly gained a lot from his 
uperienco in the stale sector. A new option 
system ensures till boys take nine GCSIi subjects, 
revering a balanced curriculum including a 
PWicnl or creative subject, us well ns doing 
***•» s °nic religious education and careers. 

At Heston, Crook had the job of making work 
•SRIh-form consortium with another school, 
a joint timetable. At Htilllfonl, he has 


Consumer 

rights? 

The views of children have 
been overlooked yet again, 
Peter Newell argues 

A II Ihc Government's reforms proposed 
/l the name of the consumer leave one 
group out in the cold; the primary 
w •^■consumers of schooling arc nor pa- 
employers, but pupils. Yet new 
rontmi r ^ “ 0m pfoviiling more choice and 
limi?5i . l tom, significantly curbs the very 
‘tey currently have. 

dr-ii® ? tots unfriendly context thut the Chib. 

Centre iHh week publishes an 


toiahi 10 answer the questions which pupils 
“k parents, teachers and other 
a *L J? a . their educational rights; the centre 
Piibifc -i P rom °tc the perspective of schpol 
nope that the education world (and, 
c ffettit^ G ° V ^ mmem J toill start to provide an 
imSrilS ; 11 * 'to*® tto education system is 

:7r£,* to. serve,. V . 

anyorif Sf 5 !*toJ’ ar 1 Education Act prohibits 
Mpifcori? ■ ® * school governor, 

btorij a veto on pupils' rights to 


FEATURES 



(Left to right) Norman Baker, chairman of governors, Wendy Simmon ds, bursar, and headteacher John Crook 


started a consortium with a local private girls' 
school - again with a joint timetable - bringing to 
Halliford's students the benefits of wider choice 
nnd working with girls. 

Many private schools keep teachers’ salaries in 
their top secret files, but he has brought in a clear, 
open structure. All teachers get paid d basic 
nmnunt (top of Burnham Scale one, plus outer 
London allowance, plus a "Haliiford allowance” 
off 1 ,000). To go above that, they have to apply to 
n governors’ promotions committee. Applica- 
tions arc judged on three factors - classroom 
practice, which is formally observed, contribution 
to school life and examination results. 

Because the school is so small, John Crook sees 
no need for bend of department posts. “They only 
create blockages in ihc salary structure. Even in 
big schools you ought to be able to llirnsh out 
policy with elected chairmen of departments:" 
All teachers teach 32 periods, except for Ihc head, 
who tenches 10. nnd the deputy head, who 
icuchcs 20. 

Every pupil’s progress is reviewed twice a term 
nt meetings of the whole staff. Buildings have 
heen modernized, nnd a new £20U,000 block for 
art and craft, design nnd technology has just 
opened. It whs paid for by “careful stewardship" 
without uny special appeal fund. 

The changes seem to have worked. Haliiford 
has stayed with two forms of entry - but 
applications have doubled, it now has a waiting 
list, and its sixth form is growing rapidly. Whon he 


curriculum must take note of any comments from 
the “chief officer of police for the area", It and 
previous education acts make no mention what- 
soever of consulting the pupils. 

The only school pupils who do have a right to be 
formally consulted about education decisions 
(and indeed any other decisions that affect their I 
lives) are those who are in the care of a local 
authority. For child care legislation, unlike 
education legislation, recognizes that children are 
people with views and wishes that should be taken 
Into account - “hnving regard to their age and 
understanding”. So the local authority "parents 
of children in care must ensure that they are 
adequately involved in decision-making, 

On other issues too, the Department of Health 
and Social Security, with its social services and 
child care responsibilities, takes a far more 
enlightened view of children’s rights than the 
Department of Education and Science. On access 
to personal records, a DHSS circular In 1983 
advised that requests from children in care to see 
their social work files should be treated in the 
same way as requests frrim adults - and lhat 
children’s views should be taken into account 
before the files on them are shown lo their 
parents. In contrast, the 
Son. paper proposes, that for pu^b under 18 , it 
should oe their parents and not the caldron 
themselves who would have the right tosee School 

^October 1985. the House of Lords con- 
firmed in its judgment in the Gillick case, that 
a has the "understanding and 

rikhrtJmake ft. unless.^ couree. tj®"*:®; 
uveifie law Getting down a particular age for ,a 

decision as |„th c of 

particulars^ of sexual activity. ■ , 


came, there were 11 boys in the sixth form, 
retaking O levels then leaving as soon as possible. 
Now there are 40, taking mostly A levels. 
Sixth-formers said the school had much changed 
since they first came. “It’s more intelligent", one 
SBid. “If it wasn’t, we wouldn’t be here.” 

John Crook doesn't miss the services provided 
by local education authorities. “We have no I 
advisers, and no need for them. Advisers can be ■ 
dangerous, they have privilege without responsi- 
bility." There are plenty of in-servicc courses 
available for teachers. Special needs can often be 
catered for without special expertise, since in a 
small school it is so much easier to monitor 
progress carefully. When necessary, there is 
access to n neurby private dyslexia centre. 

He believes the smulL size of (he school has a lot 
lo do with its success, but that its independence is 
the key factor. The private school triumvirate of 
chairman of governors, head and bursar, gives a 
head enormous scope. The bursar, Wendy Sim- 
mons, is there to look after fees, buildings 
maintenance, non-teaching staff, day to day crises 
such as blocked drains and powercuts, and also In 
her capacity as company secretary, to make sure i 
that new initiatives have been thought through. 
"If you’re going to fly kites, you need someone lo 
hold the string’ 1 , she says. 

The present chairman of governors, Norman 
Baker, was until recently deputy chairman of 
Taylor Woodrow. He devotes much time to the 
school, keeping not only in dose touch with the 


head but taking care to involve other governors in 
decisions, “We’re not experienced in education 
as such - we leave the curriculum to the head", he 
said. "We rely on him to bring to our attention the 
things he believes are our business." 

John Crook is delighted that he doesn't have to 
bother with the national curriculum. He says it 
would be impossible to run a school when bends 
have to apply dictats from above, regarding what 
is taught and how many hours teachers work. His 
deputy, John Mitchell, said: “Wc have immense 
discretion, we're not bound by rules." 

The school has not taken up assisted places 
because of the administrative complications and, 
more seriously, the chance that they might be 
withdrawn- Even if “opting in" to the state sector 
became a possibility , Norman Baker would not be 
interested. “We’d be anxious nboul any kind of 
dependence on Government assistance - if we 
can't stand on our own feet, we’re not doing 
things right." 

John Crook was more ambivalent. "What I’d 
like to run is an independent school where no one 
pays fees. But in those circumslances I would 
have an enormous amount of power to deride 
who conics nnd who doesn’t. I might work Ihc 
selection wonderfully well, with great probity and 
gravity, for four or five years. And then - well, f 
wonder?” 


Virginia Makins 


seen and not beard - was well illustrated In a letter 
that the Children's Legal Centre received last 
year. While the Education Bill was being debated 
in Parliament, the Centre had written to protest 
that proposed appeal rights for parents against, 
school expulsion denied the expelled pupil any 
direct rights at all, either to Initiate an appeal dr to 
be heard at it. The DES responded: 

Id general, the Education Acts have been drafted 
on the principle that parents are responsible for 
securing the education of pupils who are minors. 
All the rights and duties fan on the parent, not the 
pupil, and so it is appropriate that the parent 
should decide what. If any, representations are 
* made to the appeal committee on his child's 
behalf. In addltibn, there ft re one or two 
difficulties that might arise If a pupil: wrote or 
spokeoo his own account; he might be immature, 

• or inarticulate, or nervous. The fecj that he had 
been expelled would be likely to reflect fairly 
.. severe behaviour problems, possibly originating 
. ' in family tensions, and thus .his contribution to 
the debaie might be confused or angry/ or 
, embarrassing to the parent . .. . ■ 

Not the sort of reasons normally considered 
'sufficient for .denying; due process and natural 
justice jto anyone - except In the education 
system.. . 

' The fact is that parents and pupils do not 
necessarily see Sye to eye on all education 
decisions, as the' handbook acknowledges. In a ; 
section of advice on what to do when, there are 1 
conflicts between children' and their; parents, it 
argues that if schools feeJ ihat the pupil rather 
than the parent is righf About a particular decision 
r which exam? jo take! for example - then they 
should; follow the Child's wishes 1 . 

ScHoo [ children, I ikV everyone else in the UK; 
are protected by the European Conyentiop bn 
Human Rights arid the machinery for enforcing it 


the Convention relevant to school life, and 
suggesting some of the policies that might involve 
breaches of the Convention. 

The Children's Legal Centre, through its 
advice service, deals with a depressing number of 
calls from young people and their parents indicat- 
ing clear infringements of basic human rights - 
discrimination and segregation on grounds of 
language or culture, or of disability; curbs on 
freedom of expression - detailed uniform regula- 
tions and - perhaps more seriously - selective 
bans on for example, the wearing of CND badges 
in school: “For three years my headmaster has 
continually banned me from wearing my CND 
badge - yet badges in general are worn by other 
members pf the school. HaVe I any rights in this 
matter?" a 16-year-pld young woman wrote from 
Liverpool: Another youth was refused permis- 
sion to start a CND group in his school. 

' In the United Slates, a 1969 Supreme Court 
judgment concerning the rights of students to 
wear black arm bands in protest at US Involve- 
ment in Vietnam confirmed that schools should 
not be a no-go area for human rights;. "It can 
hardly be argued that either students or teachers 
shed, their constitutional rights to 'freedom of 
speech or expression at- the school gate". 

Nearer to home, the European Parliament 
passed a resolution in 1984 - backed by the UK - 
Insisting that the school system must comply with 
the relevant provisions of the European Human 
‘Rights Convention. ► 

If schools wish to avoid disaffection aiid 
disruption they .would do well to check their ainls 
and practices agiuhst the basic standards of 1 (lie 
Convention . and also to ensure (hat students have 
i an effective voice In education dddslons. - ' 1 !-. . 

: ;;.-,y v ... • : - ••• vAifc" 

The ^dij cation Rights Handbook; h 
from -the Children's Legal Centre i 20 Copyrton 


'book con 1 


itraSbpurg, The Education j Rights Hand- Tertfite, \ London N1 2 UN, price £3.5Q tfcluding 

rains a tne pjrricles bf‘ i “/Jew thgei New'df works arjhc^Centre: ' 


I 

I 


TIIE TIMES EDUCATIONAL SUPPLEMENT 23.10,87 


r>* ; s .... ' •' 










Scenes 
from a life 


Ronald Hayman on 
Kenneth Tynan’s 
life, achievements and 
unfulfilled promise 


The Life of Kenneth Tynan. By Kathleen Tynan. 
We identic Id £16.95. 0 297 79082 X 

Kcmtclli Tynan was n beautiful man who could 
create beautiful phrases. He described Diane 
Cilenln in Tiger nr the Gates ns "fctchingly got up 
in what [ cun only describe as a freudian slip", 
and he characterized Paul Rogers' Macbeth as 
“like the man who spoils a fancy-dress party by 
coming as a leper". Hcdda Guhler is "a locust at 
large in a grove of Footers", while "the history of 
Catholicism shows that you can't make an 
omelette without breaking eggheads". When he 
was drama critic for the Observer, I used to open 
the paper more impatiently than I ever have 
since, but vve lost him ns a reviewer long before his 
premature death. 

Like James Agate, the only other serious 
contender for acknowledgement as our best 
drama critic of this century, Tynan will be 
remembered, but he will not receive enough 
credit for his two greatest achievements. By 
writing frequently and enthusiastically about 
Brecht when his name was still unfamiliar, Tynan 
prepared the ground for the triumph achieved by 
; dje Berliner Ensemble on its first visit; to London 
lit 1956. But for him, Brecht's influence would not 
have spread so quickly and pervasively through 
our theatre. And though policy at the National is 
now quite different from what it was under 
Olivier, Tynan played bit important-if invisible - 
role in shaping it during the first years of the 
theatre's existence, not only choosing plays but 
encouraging Olivier to use younger directors and 
actors who had proved themselves at the Royal 
Court. History will credit Olivier with what was 
achieved, but the power behind the throne was 
Tynan's, 

It is questionable, though, whether he fulfilled 
cither the promise shown during his brilliant 
career at Oxford, where he was regarded as a. 
genius, or his potential as a writer. He will be 
remembered for ids reviews and his revue, Oh 
Calcutta! His short biography of Alec Guinness 
and bis book Buff Fever have almost been 
. forgotten, and we shall never know how much 
potential lie had as a director, though in Kathleen 

* History will credit Olivier with what was 
achieved, but the power behind the throne was 
Tynan's* ■ 

, Tynan’s view, w.hpt he mast needed to. do at the 
.beginning of the. Seventies was "direct. Instead he 
settled down to write an erotic screenplay, for 
Raman Polanski to direct. A great deal of his 
energy went into kinky sexual practices, into an 
ineffectual crusade for grenlcr sexual freedom, 
and Into ill-judged gestures, like dressing- as 
Louise Brooks for an appearance at a party. 

. The story of'hisJifc is fascinating, partly 
because it encourages idle, speculation about 
: whether he would have used histalents differently 

if he had known- from the beginning of adult life 
how little time lay ahead. It's templing to.thlnkhe 
might have devoted more of It to serious writing 
;. nnd less to having fan with rich, famous- and 
beautiful people, but what would he have writ- 
ten? He might have done well, thbugh, to read 
more. . 

i Kathleen Tynaii huVprpduccd.a much better 
‘ book thftii cpuld possibly. hata b$cn.. expected, 
i After researching thoroughly' and rfesaqicfcfiijty, 

- she has written with skill, objectivity } vMd'ncss 
! 'and an admirable lack of sqntlmantalfty, Proni, 
' her tolerance of his relationships \Wth- other 
wpiiicn, and from her narrative - obviously not a 
self-flattering one - about the pleasures they 
, shared,, it is clear he was lucky to' have her as hIS 
wife, aiid this good luck has continued in having 
-her as his - biographer. 



Young Muscovites engros 



Art of the state 

David Sulkin looks at contrasting attitudes to young people’s 

theatre in Russia 


Just after darkness fell over Moscow on the night 
of May 1 , I found myself standing dose to the 
Nabatnnya Tower on the Kremlin Wail waiting 
for the fireworks to begin. As the first glittering 
thunder-flash exploded over the river, a group of 
young people nearby screeched with delight and 
began chanting "Lenin lives . . .Lenin lives . . .” 

In Soviet theatres the audiences are usually 
quite passive, and applaud in unison at the end of 
tbe shovJV On May night though, everyone 
seemed to be cheering wildly and out for a good 
time; and so it was with delight that I noticed that 
the young people were in fact brandishing a 
poster of John Lennon and chanting “Lennon 
lives . . . Lennon lives . . ." The Moscow Militia 
noticed too, cruised in, but left the youngsters 
alone to get on with the holiday. 

This was my third trip to Moscow, and the first 
of several during which I'm going to look closely 
at theatres for young people. May night, for me, 

, symbol ized the winds of change in Russia. Young 
professional theatre people were Bble to voice 
opinions, hopes and dreams which they thought 
might have had to be firmly locked away until old 
age. and beyond. Now the young people's theatre 
community is hoping that the warm political 
atmosphere will encourage new shoots of growth. 
Not onljp nt professional level - new plays, more 
challenging material, a much freer choice of 
repertoire - but also ways in which young people 
themselves will be asked what they want to see on 
their Stages. 

In the USSR there are 58 professional young 
people's theatres Including two musical theatres 
•where opera and ballet are presented. They have 
been a feature of Soviet cultural life since 1917, 

Some way out from the centre pf Moscow is the 
resplendent Children's Musical Theatre created 
by the powerful and determined Natalia Sats.it 


of music, and that children yearn for beauty too. 

"They are not interested in primitive music”, 
she says. So 30,000-35,000 Moscow toddlers and 
teenagers a month are treated to works which 
NBtalia Sals has designed for them over the past 
65 years. Sometimes a fragile, paper-thin Madam 
Butterfly - “All people should be responsible for 
their deeds. He shouldn't have been so light about 
marriage" says the man playing Pinkerton - or 
Prokofiev's Peter and the wolf, which N atnlla Sats 
persuaded the composer to write, and in which 
she was the first narrator. Or sometimes Kipling’s 
Jungle Book. Roxanna says that Jungle Book is 
contemporary and relevant. “It shows how hu- 
mans ought to behave ... it shows the most 
beautiful of human feelings.’' She adds that she 
recently saw a very traditional production of 
Tchaikovsky’s Eugene Onegin, and a modern 
Romeo and Juliet , "all webs and things, symboliz- 
ing the links between the lovers and their families 
1 suppose". It was the Onegin that she felt was the 
most truthful, proving that the established con- 
vention is more lasting than any ncw-fanglcd 
ideas. 

Roxanna says that her mother, now well into 
her 80s, and overseeing every day-to-day decision 
In the theatre, has great Intuition which her staff 
can‘1 always understand. “Just like her vision of 
the beauty of this building . . . sometimes she'll 
have an idea, and we just can’t see what she’s 
getting ati It’s when the idea comes to life on the 
stage that we see her genius. "Here", she says 
proudly, “we don’t always like the ‘new’. 'New' 
often means simply 'fashionable'. Some people 
are so fond of fashion. We are looking for the 
solid development oj art. We .want to lead 
children to the feelings which are most important 1 
to us. We want truly to penetrate the soul. Rock 
music . , , It’s just artificial. It beats down 


stands across from the vast Slalinesque University creativity." 

building on the Lenin Hills, and at arm’s length Meanwhile, downtown at the Moscow Theatre 
* the Moscow State Circus. Roxanna, Madam for the Y oung Spectator, Henrietta Yanovskaya 

Qfite 1 ilofinktar . cotnr m \/I(hidI Uannin Ia ...1a. . Jiff a a * wan *■ . ■ . 


Sats’ daughter, says “Visual beauty is so impor- 
tant. Before we came here we were In' an old 
building. The children constantly spoilt it. We 
were fed-up. Natalia said that the children must 
have the highest level of beauty around them. Wc 


is taking quite a . different tack. While the theatre 
Is playing put Its old repertoire, she is building her 
Btetywl of new productions to blast on to the scene 
ih the coming season. Yanovskaya has recently 
taken over .as artistic director of MTYS, and in 


couldn’t understand. Coming here frheo.thc Qrder.to keep the company at work she is forced 
theatre was ready proved her point. This Is a to maintain a programme of hopelessly out-of- 
palacc, and the. children love It. It makes them date plays. You can see that when the school 
behave differently . i , ; ■ . . parties fairly run away at the end of the evening, 

Natalia Sats . received her commissions from away from the theatre, awpy from their teachers 
Lunacharsky himself, Lenin’s first Minister of and away from the sterile world. Yanovskaya has 
Education. The Nntalia Sats Theatre is an already sent out an advance guard. Her you ne 
exquisite blendofwhite/grcy'morbleand sapphire comrade, Nina Suhaireva, has directed a lively 
blue carpet, fairy-tale sculptures, and an aviary . prqductlon of Stephen Poliakoff si 976 play Cftv 
full Of little captive birds. The repertoire is sugary Sugar (called LB for the Soviet audience), 
i. ancj old-fashioned. It presents opera and ballet No Soviet young person can really understand 
; for the young, including those in their late teens, how it could be that yotfean phone in to a radio 
plus tegular symphony concerts. Natalia Sats’ station and sneak, live, on a programme The 
father, Ilya; wrote the music For the ballet The resonance* of the play, however, are dear The 
Blue Bird, which is. designated the theatre’s, -aggressive, cynical discrjockey who invites a 
leading work. In the Idle 1930s Madame Sats . girl-coller Iptb the studio because be believes that 
found hqrself in a labour cainp jvhere her belief in she has & fresh and honest approach to life Works 
the power of aft (like ^e Bfd^ijidJj kept her well for a Moscow audiepre/Ws dUappointmeqi 
i j A.* V i ; ; V ’ 1 ii t in her fllso seems familiar a& the. Soviet young 

While -Often feel usedor ignored., AjLfoiili thePollakoff 

behn inspired lo do eveiVtttflifefeV 


Ronald 
-Since IS 


" v ■ v ■ ■ vl vm • '« 1 \ 

the author, of- British Theatre, 
University Press). 


date plays. You can see that when the school 
parties fairly run away at the end of the evening, 
away from the theatre, awpy from their teachers, 
and away from the sterile world. Yanovskaya has 
already sent put an advance guard. Her young 
comrade, Nina Suhaireva, has directed a lively 


, — i«h;i uuntYBi , are ucar, i ne - 

• aggressive, cynical discrjockey who invites a 
girl-culler Iptb the studio because be believes that 
she has a fresh and honest approach to life,. works 


sionally cross-edited for the show) and woven into 1 
Radio L B's output. (When a brief snntch from a 1 
track of a Beatles album was played the audience 
erupted into applause.) 

Just before curtain up on LB one of the 
teaching staff employed at the theatre (generally 
referred to by the actors as the "policemen") 
berated three little girls of about eight or nine 
years old. "Why are you hore?” she said. “This 
play Isn't for children of your age. You won’t 
enjoy it and you won’t understand It. It’s quilt 
unsuitable." Is there any better technique for 
whetting the appetite for a play or a film than 
being told that you'll hate it? The little girls were 
confused. “Our teacher brought us from school" 
whispered one, while the others looked nt their 
hands In their laps. "Well" said the theatre 
teacher, “you shouldn't be here!” Then the house 
lights faded, and the banks of loudspeakers burst 
into life. It was too late. The little girls did see the 
unsuitable ploy. 

When Yanovskaya heard this story she took a 
big drag on her cignrctte, exhaled, und smiled. 
"Everyone in this theatre’s got to change. Some 
of the staff, teachers too, aren’t eager for change. 

I have much to do. I can’t build Rome in a day. 
The most important thing though is to run this 
theatre for people who want to be here. Staff and 
young people. We have to stop Issuing tickets 
through the schools. Teachers don’t value them, 
so kids don’t value them. We want people tocome 
with their kids because they've heard the show is 
good, and they want to see it. It’s going to be a 
battle." When I asked if it is a battle she is going M. 
'win, she replied, “I don’t start fighting if I'm not 
going to win. 

“I don’t want to decide too far in advance what 
i. Vtrt going to do. That’s no good. I want to be 
passionate about my material, and I want It to be 
relevant." Her first production, which opened 
recently is an adaptation of a Bulgakov story The 
I Heart of the Dog. 

News of the Bulgakov had already sent shiver 
of excitement through the theatre-going crowd n 
Moscow. The Heart of the Dog has only recently, 
become available. Chervinsky, tbe dramatist 
adapting the story, thinks that it’s time to pay on 
old debts, to show young people their roots, and 
to help them engage with modem issues - l° 
evaluate the wrongs of the post. . 

One of the staff at the MTYS said that at a 
recent special meeting with young people of the 
soil who don’t normally go to the theatre , one boy 
said that he felt like a member pf a lost 
generation. His grandfather had believed in we 
Revolution. His father bad believed in the Great 
Patriotic War; but he had nothing to believe in. 
: It’s this feeling with which Yanovskaya wants ; to 
grapple. She wants to do it through writers like 
Bulgakov, Pasternak and Platonov, and to com- 
mission relevant new plays that the whole 
community will wpnt to see. "A hew moral 
i atmosphere ” she ca|ls it. /. ’. . 1. V 


uavut sulkin is director of the Bdytts rrogru'<""~ 
i <d. English 'National , 

f'dpdctdr lofjtdutfQUiln&eWit >f Yuum 'WW# \ 




EDUCATIONAL SUPPLEMENT 23.10.87 


BOOKS 


Enigmatic Jane 




Me Austen! Her Life. By Pork Honnn. 
Weidenfcld and Nicholson £lb.9S. 

0 297 792173. 

flw biographer of Browning and' 
Arnold, Professor Honan, moves to a 
different period ami a female subject 
wlh Jane Austen: Her Life. This study, 
oneof his finest, assimilates the family 
documents which have come to light 
since W and R A Aiistcn-Lcigh pub- 
lished their Life and Letters in 1913. 
Jane Austen, shy woman, flirt mut 
savage wit - “l was us civil Ui them us 
their bad brenth would allow me" - 
emerges, pcrhnps, as no less enigmatic 
than before; but the intricate network 

01 fomily and social connections which 
made it possible for the Austens both 
to cling to the coat-tails of the gentry 
and to regard - and use - their social 
connections with some pride in spite of 
Incipient poverty, are disclosed in nil 
their complexity. In particular Profes- 
sor Honan relates the national and 
international politics, of which the 
Austens were ncutcly aware as a naval 
family, to the details of their lives as no 
one has done before. Jane Austen was 
a wnr-time novelist, living through 
American. Revolutionary and 
Napoleonic wars. 

New material introduces an element 
of raciness nnd scandal mid makes one 
aware how cure fully the novels medi- 
ate such things, f-runk. the brother 
who became Admiral or the Heel, was 
concerned in secret operations for the 
East Indin Company mvolviiy* interna- 
tional theft, as a young officer. The 
cousin, Eliza dc l-cuillidc, possibly the 
illegitimate daughter of Warren Hast- 
ings. widow of a guillotined French 
aristocrat, scintillutcs here with sub- 
versive vivacity: "the most effcctuul I 
mode of getting rid of temptation is to 
gve way to it." The terrors of the 
French Revolution and the colonial 
,/mpIrcatums of ihe wars impinge 
duply on the novels. 

■ Jane Austen's uneventful life is 


effectively described in phnses of two 
to tour years, interwoven with the 
vicissitudes of family mid war. This 
enables Professor Honan to bring the 
giddiness of fashionnblc Nelson 
worship, the deaths of sailors from 
flogging mid tuberculosis as much as 
from snot , into extraordinary rela- 
tionship with social life in Bath. It also 
enables him to demonstrate that Jane 
Austen lived at a time of chaotic 
transition, in which an aristocratic and 
agrarian life was being displaced by a 
new bourgeois commercialism as 
stable values were eroded by the wars. 

This biography brings us a long wav 
from the soothing Jane Austen Win- 
ston Churchill read as a palliative 
during the Second Worla War. 
However, Professor Honan reads Jane 
Austen as an essentially Tory writer, 
committed to the Tory values of 
"reason, dignity and moral responsi- 
bility" (page 58), redeeming the novel 
from wniggish individualism and ex- 
ploring the extent to which liberty is 
consistent with a stable class structure, 
a state church, a limited democracy. 
Yet on his own showing Jane Austen's 
uneasy social position and her status as 
a woman suggests that he could have 
pressed harder for a stronger element 
of critique in the novels. “Beneath' 
these feelings were despair, violence 
ami anarchy that would overthrow the 
complacencies ... of n society that 
gnvc women fixed roles" (page 126), 
lie writes, hut docs nol fully pursue 
these implications. 

As u frequently subtle analysis of the 
novels unfolds one wants to push the 
political implications much further. 
There ure strains and contradictions in 
Tory values which the novels recognize 
with crystal accuracy. The estate of 
Mansfield Park, for instnnee, the place 
of ethical rectitude, is built on slave 
Inbour and the nnbuh-plundercd re- 
sources of sugar pUuiloiions. frmuy 
Price, as a dispossessed female rela- 
tive, suffers n parallel exploitation. 










w :;, t mm- 

Frontispiece from Century Hutchinson’s reprint of James Austen Leigh’s memoir 
of his aunt Jane, which has been out of print since 1926. This edltloiilnciudes the 
cancelled chapter from Persuasion, Jane's letters and an introduction by Fay 
Weldon. 14.95 


Weldon. £4.95 

Her brother William is being trained to 
sustain a navy whose job it was to 
protect British colonial and commer- 
cial power - partly what the French 
wars were about. Where Jane Austen 
wrote with sisterly triumph that Frank 
was “made", the novels tell a rather 
different story. 

Similarly, there is more of a quarrel 
in the novel between Hannnh Moore’s 
understanding of women's duties and 
Mary Wollslonccrafi’s attack on them 
than is ever suggested in this biogra- 
phy. Professor Honnn is well aware 
that, in the present state of feminist 
criticism, to write the life of :i woman 
novelist is u delicate mailer. Much uf 
(ho time he succeeds, and the mass of 


Dark road to freedom 


Gwslng iho Line; A Year In the I. nnd 
"Apartheid. By Wllllum Flnucgmi. 
Hanilsh Hamilton £14.95. » 241 12339 

^Tough Tnle. By Mongnnc Wnlly 

Kliptown Books £3.(KJ. It 904759 80 6 
Apar ' hcld ' B> 

nfc w K Books 0 907759 82 2 - 


flrfnA V AJ.inr, 

£10.00. 0 904759 83 0. 


vJn" H no. 

nr?- r Growing out of Apartheid. 

Mathabane. 

jy 0.50. 0 330 29709 l) 

increasing talk of Britain moving 
, ^rtheld m education, Oosjfng 
ft “ ne 's instructive. In 1980. William 
innegan, a young Californian with a 
fi a /y interest in surfing and being 
^tof the \JS, moved almost by chance 
Asia to South Africa. 
wT? n $9 ut °f money, he picked up a 
rf-.i.; c , B * n a school for students 
grated "coloured". Set in the 
^nCape Flats - euphemistically 
oJjp.Gfwsy Park - the school was to 
provide Finnegan with an education. 
nnrrIff c r mon " 1 student boycott of 
rrtSw c 5 s ?* 8 P rov ided some of it. He 
ctttJr sIn ?ular honesty the pro- 

of self-scrutiny ai his liberal hopes 
iu:7. ta * ®re constantly tested against 
of apartheid structures. 
J 8> higher standards for his 
ElfiLi “-9“ custom, ignoring the 
redsh! a curriculum with Its endemic 
hl« w and cunningly managing to set 
Mu^^hd-of-year exam long with 
“sessment, he and his 
ivaunu ^ Anally laid low when he 
,old towr 90 per cent pass rate was 
Tie system has facilities 

jjg MMVm I’ltd/I 


accompanies hitchhiking ucross the 
massive breadth of South Africa on 
one of her trips to keen links with other 
students. Although Finnegan is never 
party to the students' political discus- 
sions nnd has much foreboding about 
their “long, dark, difficult rood’’, he 
nevertheless creates a vivid picture of 
the tremendous courage and deter- 
mination of those like Mattie who 
continue lo lake on the might of the 
totalitarian state. 

The road of struggle, the “journey 
home" for some, unwinds with almost 
tactile imagery in Mongane Wally 
Serote's poem A Tough Tale. It is one 
of three literary, offerings from Klip- 
town Books, a new publishing venture 
from the International Defence and 
Aid Fund for Southern Africa, well- 
known for its research documents. 
Kliptown seems set to give outsiders a 
chance lo listen to voices from the 
inside, its first three authors writing 
from experiences within the African 
National Congress. Scrotes poetry 
conjures up not only the physical 
landscape, but the landscape of the 
mind where “the footsteps of apar- 
theld/like a red hot iron replaced on 
the flesh/ has left its footprints . Yet 
despite the horrors - indeed to over- 
come them - "ft is a tale that mounts 
on stubborn hope . Tire two other 
works. Michael Dingakea My Fight 
Against Apartheid and Jim Jnkfo s 


two comrades in the while section of 
Pretoria Central Prison, a daring 
escape plan was finally nccomplisltecL 
As with Dingnke, Jcnkln emerges 
strengthened, not diminished, by 
prison. 

In Kaffir Boy. Growing out of 
Apartheid, Mark Mathabane makes a 
rather different kind of escape. His 
autobiography up to the age of 18 is a 


'gZZ fiSm bolhaulo- 

bloerapmcal. Dlngakc lake, u. from 


3B5d? DoUwana to W.ia.ion 

ggf ags* oJ7t K& 

d«Tovcr to South Afica, Tortured, 

ro ) • - - and qtfiers m: con- 

front vyithin prison. ; 
story, beginning with his edn- 
at 21 from a white rafist. 

■ follows his subsequent 
«n n „ofleo through r 

edimi 2 *yasr 


enforced black ghetto next to Johan- 
nesburg’s rich white northern suburbs. 
Recalling the intensity of childhood 
responses to continual police raids and 
constant degradation, he records not 
only the mass rebellion of students in 
1976, but the variety of human 
strategies for everyday survival. The 
book is alive with characters and 
conversations, revealing growing con- 
tradictions for him. Finding an outlet 
in tennis and, despite all obstacles, 
becoming the first black Player 
allowed into an all-white junior tennis 
squad, ihe book ends with his mixed 
feelings at leaving home and family to 

I iursue a tennis scholarship in 'Amer- 
ce, to him the “Promised Land". 
.Perhaps Ih view of America’s own 
harsh history of racism and involve 1 
rtient in Southern Africa, Mathabane 
will be writing a further autobiography 
in the future- • 

Beverley Naidoo 

Beverley Naidoo teaches special needs 
In Dorset. Her most recent book Is 


Longman and Fontana Young Lions 
£1.95). Her anthology of poetry and 
prose for GCSE, Free As I Know, Is to 
be published by Bell and Hyman in 


November. 


new material in this biography will 
make it indispensable to Jane Austen 
scholars of different critical interests. 
But how appropriate is it to begin the 
biography of an extraordinary woman 
writer with a miniature life of her 
brother, the forgotten Admiral of the 
Fleet? Of course, this demonstrates 
that she knew the violent male world of 
war. But does this not give predomi- 
nance to the violence her novels sub- 
vert and challenge? Jane Austen surely 
deserves to be in at the start of a major 
biography devoted to her. 

Isobel Armstrong 

Isabel Armstrong is Professor of Eng- 
lish at Southampton University v 


(Jingo'} 


Boobs 

Time to look Into the little black book 
again, and see whnt has been collected 
under Boobs. I moan the ones whose 
name is possibly derived from Spanish 
bobo, a dolt, not the other sort, 

John Hume stated ihoC Enoch 
Powell, for most of this century, had 1 
presented himself as the upholder of 
the sovereignty of Parliament but, nnd 
here he fluffed his punchline: “He 
abandoned that today ABJECTIVE- 
LY.” Gerry, now Lord Pitt, said that 
foreigners .were going to make a 
BOMBSHELL out of selling royal 
T-shirts. 

Two speakers tried to rescue them- 
selves, realizing that they had lapsed. 
One was the late David Penhallgon, 
and it is no disrespect to quote such a 
jolly man. He was speaking of nuclear 
waste on Any Questions, and referred 
to its "VERRIFI CATION -no, that’s 
not the right word - GLASSIFICA- 
TION", Oops. The other was Andrd 
Previn: "The Government is DISIN- 
TERESTED (slight pause), both unin- 
terested and disinterested in the arts* 1 . 
There was a man hying lo have it both 
ways, and having it neither. 

Someone whose name J missed said 
that he “would feel CONSTRAINED 
to argue with Tutu, because he is on 
the spot.” Maybe the name .was Mala- 
prop. Richara Needham MP, slightly 
impaired his image as a good guy when 
he said: ”1 can understand the JN- 
PURIATION of same people . . ." A 
gardening expert told Raajo 4 listen-; 
erst "Peat is sterile, whereas in leaf 
mould, as the name implies, you get all 
sorts of mouldy little 'sticks." Sony, 
but there are three entirely uncon- 
nected "moulds” ■*- earth, fungi, and 
the things you make jellies in. 


br Harold Silver was descripe^ iit jhe j W 
Issue of October 9 as pnncipal 1 of I 
Bulrirej'she College pf Higher Educa- 
tion, Reading. In fact, the principal of. 
Bulmerabe College is Mr. Brian. Fab 
'! ihen Dr-Sil verr the fomicrjpnncjwiV^i' hm ■ 


But the one that made me laugh out 
loud was prodtioec] by an exhibition 
organizer complaining how . someone 
had spoiled ’ the exhibition ■' be - Wq k 
organizing: -■'People' will : go BEr' 
RESK." Arid . tie. said if twice.; And I 
have it on lape.-Ahd f listen to it when I 
feel debWiiSfeU" ?; l. 


Seventeen 
years on 

Nine-year-olds Grow Up: a Follow-up 
Study of Schoolchildren. By Sheila 
Mitchell. 

Tavistock £20.00. 0 422 78970 4 


In 1961 the parents and teachers of 600 
Buckinghamshire nine-year-olds were 
extensively surveyed on matters to do 
with their children’s health, attain- 
ments, family background and be- 
haviour at home and school. More 
recently Sheila Mitchell, Senior Re- 
search Fellow at the University of 
Stirling, decided lo follow up these 
same children, now nged 26. One 
particular interest here lay in spotting 
ways in which findings from the past 
might sometimes have predicted be- 
haviour in the future; something of 
particular interest for those forever 
warning children what may or may not 
happen if they persist in carryinaon in 
a certain manner. Unfortunately the 
end results are disappointingly 
sketchy, with individuals reduced to 
little more than statistics yielding only 
the barest and broadest of generaliza- 
tions. 

This is more si criticism of social 
survey techniques than anything else. 
Attempts to humanize them in the post 
have led to gifted writers Uke the sorely 
missed Brian Jackson taking a more 
personal stance through focusing on 


approach Sheila Mitchell will have 
‘ none of, and while she con properly 
insist her results are free from subjec- 
tive bias, they are also singularly 
unenlightening. Despite determined 
efforts a number of adult respondents 
still Tefused to co-operate with her, 
and even among those who did there is 
always a question mark over some of 
their replies, especially from persons 
living so far away llicy had to be 
approached through postal question- 
naires rather than by proper inter- 
views. Queries about possible 
psychiatric problems or subsequent 


criminal behaviour remain particularly 
open to slanted answers, nnd questions 
over wider Issues such as whether 
respondents had ever felt templed to 
toko their own Jives seem altogether 
too large to lend themselves to the type 
of impersonal, coded analysis used 
here, given the way various individuals 
can Interpret such major issues so very 
differently. 

Even so, there are a number of 
interesting findings to be dug out from 
the book^ stiff prose and masses of 
statistical tables. Some are predict- 
able, such as discovering that female 
pupils lose out at every step of the way 
from secondary school selection up to 
adult career prospects. More surpris- 
ing was tbe revelation that children 
once described as "highly strung” did 
not seem more nervous than anyone 
else when In their twenties. Boys who 
cried a lot or else suffered from 
frequent nightmares had . a greater 
chance of visiting hospital as adults, 
though girls once described as persis- 
tent complainers were the least likely . 
of all to go near a hospital later on. As 
for bad behaviour either at home or at 
school, this appears to have little effect 
on later scholastic success, at least so 
far as above-average pupils were con- 
cerned. Nor does there seem any 
necessary ..connection between, child- 
hood problems and subsequent poor 
working records. 

. The majority of those In this survey 
seem quite satisfied with what they are 
getting out of life, even those women 
unfasinonably stuck at home with 
small families. But as the author points' 
out In her concludlnepnges, Cdiidltibns 
in the. prosperous South East are n 
different matter from those experi- 
enced by a comparablearoup originat- 
ing from Liverpool or Glasgow. Only a 
handful of respondents neie men- 
tioned redundancy or unemployment, 


generalize much from this study, it 
does still offer an interesting glimpse of 
a group more, privileged now than! 
qnyone could possibly have guessed, 
When first Surveyed .only 17 years ago. ■ 

. v vj-,.'; ' Nicholas £udfcer 1 


Nicholas Tucker is lecturer fjj develop - 
Vjigswrirf psychology at the. Utiiversity of 

. -'i t t • 'ii/ 




,,'r'lW‘WB*' , -* f ** V 


THE TIMES EDUCATIONAL SUPPLEMENT 23. IO.H? 


BOOKS 



Bilingually speaking 


Raising Children Bilingually: the Pre- 
school Years. By Lcnorc Arnberg. 
Multilingual Matters £6.95. 0 905028 
70 8. 


In the foreword to Raising Children 
Bilingually: The Pre-school Years, 
Professor Joshua Fishman comments: 


“It mav not have been written espe- 
cially for them, but, as will most other 
readers of this wonderful little book. 1 




kept thinking that it was written espe- 
cially for the particular bilingual chil- 
dren who are closest to my heart." 


This is indeed the perfect gift for a 
family who has decided - or is still 
contemplating whether - to raise their 

! »nnr« irnhpro's 



^ ..J . 


iycd men on Tyneside In 19J 
irror, Picture Post and the 


1936, from a collection of (he documentary photographs of Humphrey Spender, taken for the 
the War Office. Much of (he subject matter is grim ((he Jarrow marchers, children in the 


How to cope with a crisis 

Clare Roskill reviews some studies of social work 


When Disaster Strikes. By Beverley ' 
Raphael. 

Hutchinson £19.95 . 0 09 165470 X. 
Social Work with Black Children and 
their Famlhea. Edited by Sharna 
Ahmed, Juliet Cheetham and John 
Small. 

Bntsfonl £8.95. 0 7134 4888 1. 
Effective Groupwdrk. By Michael 
Prcston-Shoot. 

Macmillan £15. 0 333 40987 6. £5.95. 
40988 4. 

in Care In North Battersea. By Peter 
Beresfordi John Keramls, Jane Tun- 
still. 


Sociology Department, University of 
Surrey, Guildford, Surrey. £5.95. 
Whose Welfare? Private Cire or Public 
Services? By Peter Bereeford and Suzy 
Croft. 

Lewis Cohen. U rban Studies, Brighton 
Polytechnic. 68 Grand Parade, Brigh- 
ton BN2 2JY £6.95. 0 948992 OOXT 


Of these books. When Disaster Strikes \ 
Is the one most obviously addressed to 
a broad audience.. While I read it with 
thoughts of the Zeebruggc Ferry, 
Hungerford and I ast week's great wind I 
disasters in mind, the book Itself uses 
world-wide illustrations, not least from 
the bush fires and cyclones of Austra- 
lia, where lis author is a professor of 
psychiatry. It also reminded me of the 
night 1 once spent sleeping under a 
London borough town clerk’s desk as 
pari of a flootf emergency team. Pro- 
lessor Raphael would have been right- 
ly horrified by the amateurism pi the 
emergency-plans which in thoSe not so 
far oft pre-Thames barrier days, in-, 
eluded, (somehow) commandeering 


1 ' 11 . care: work with Asian women and 

y Beverley ' children; and work with young offen- 
ders. The book emphasises the 
65470 X. strengths of black families, especially 
dWren and in Samar Sheik's chapter on an Asian 
by Sharaa mothers' self-help group. I would have 
and John liked more contributions from “non- 
professionals". This is very much a 
® \ ‘ book to be used according to readers’ 

y Michael own interests and previous knowledge. 

__ I found Jocelyn Maxima’s chapter on 
}7 6. £5.95. helping black children develop posi- 
live self-images particularly useful. 
®y ®f ,Br Mike Menncll's contribution from 
Jane Tun- Bradford on how to use child-carc 
reviews for helping children with their 
™™yy of racial and cultural needs Is very stlmu- 
’ laring and challenging, not only for 

social workers but for psychologists, 
rd and huzy teachers, doctors - whoever may be 
_ . invited to such reviews. 

Michael P rest on-Shoot's Effective 
mot Group Work is the most practical and 

tyyz iwa., down-to-earth primer on group work 1 

Ui *' have read. It tells you exactly how to 

aster Strikes plan and prepare for a group , os well as 

iddresscdto providing a beginner’s outline on 
read it with group work theory and processes. It 
iggc Ferry, emphasizes the need to arrange proper 
s peat wind supervision, though I was surprised it 
k Itself uses Overlooked the possibility of shared 
otlcastfrom supervision with leaders from other 
s of Austra- groups. • The book's individuality 
professor of stands on its examination of co-leaa- 


the boats FrOm Battersea Park to bring 
unidentified old ladles from rooftops 
to the "shoreline 1 ' (flood-speak). 

There U now much mot® profes- 
sional knowledge available and this 
bodk draws together what , is known 


■ itYiYill- fW'.-re-i ( fTtflTMTa* KT 


Sources. We are reminded by droughts 
and Aids that riot fill disasters are 
unforeseen- 1 arid Professor- Raphael 
urges the caring professions - to co- 
ordinate with rescue services before a - 
disaster strikes. For this reason alone 
the bopkshoiildbeon the shelves of all 
ihose who may be called ori to manage 
a disaster. '■ 

This book Includes a '.most useful 
consideration of appropriate -psycho- 


stands on its examination of co-lead- 1 
ership, an issue Insufficiently consi- 
dered In some other basic group work 
books. It Should be used as a starting 
point for all new group workers. Let no 
one henceforth even plan a group till 
they have read this short; sharp, 
addition to the BASW Practical Social 
-Work series. 

- fn Care to Norik Battersea la an 
unusual example of research initiated 
and partly carried out by social setvlces 
■ area office staff. The social workers 
were ednoetned at the high number of 
children in care in their area - 1 in 40 in 
1978. The. research group included 
: social administration lecturers and stu- 
dents and a local community research 
worker. . The study does not read 
altogether easily. The findings from 


become established Yuppie-land since 
this study started. A Conservative MP 
wps elected this year. I am left wonder- 
ing just how the most disadvantaged - 
especially those with children not in 
care - are managing now. What is 
enabling them to cope against the 
odds? Or will disaster strike? 

Whose Welfare? Private Care or 
Public Services Is by Peter Bereslord, 
the community research worker men- 
tioned above - considerably less frus- 
trated here - and Suzy Croft. The 
sub-title is confusing since the main 
thrust of the book is citizen versus 
professional decision-making. The 
pros and cons of public services versus 
those provided voluntarily- largely by 
women - and commercially, is an 
Important, but ns I read It, less central 
theme. This criticism apart, l found 
this a beautifully constructed and 
clearly written book. It should be 
widely read as an example of jargon- 
free social science. Its starting point Is 
a study of the Hanover “patch” of 
Brighton, part of East Sussex Social 
Services. A hundred residents were 
Interviewed and discussions took place 
with various groups. The authors move 
smoothly to a consideration of the 
broad issues around “patch" and com- 
munity social work. 

There is material here for a dozen 
seminars. Can paid care be as informal 
and loving as unpaid care? How in- 
fluential are the new networks such as 
health, gay and peace groups? Should 
there be a major change around In 
social service functipns- some given to 
other departments in exchange for 
others? why are citizens so often 
denied social services self-manage- 
ment yet encouraged to proride self- 
help? Questions are relentlessly raised 


oners reassurance as well as guidance. 
She is, as an immigrant to Sweden 
from the United States, personally 
aware of the issues involved, and, as a 
lecturer and researcher in early child- 
hood bilingualism, she has recognized 
the need to inform and encourage 
parents who are attempting to enrich 
their children’s lives. 

What is particularly impressive ab- 
out Amberg’s style is that she presents 
the theory and research investigations 
into bilingualism in a clear and non- 
technical manner. This makes the 
book immensely readable. Arnberg 
confronts all those worries that parents 
and teachers must have (how bilingual- 
ism may affect a child’s development, 
what level of proficiency can be 
reached in the minority language . . .) 
by calm and careful explanations of 
such areas as language learning and 
linguistic development. She offers 
arguments, for Instance, both in favour 




similar discussions on strategies pa- 
rents might adopt: both parents inter- 
changing both languages or each using 
one only. 

But, while she leaves readers to 


make their own decisions, a constant 
theme is the importance of support 
while raising children bilingually. 
Arnberg includes case studies oftamily 
experiences on which she offers sym- 
pathetic comments, and two lively 
down-to-earth chapters explore prac- 
tical suggestions for positive reinforce- 
ment. 

Titus this book may have been 
written for parents, but playgroup 
leaders, nursery and primary school- 
teachers will find it invaluable to 
clarify nnd deepen their knowledge of 
the process and problems of being 
bilingual, to glean ideas for stimulating 
language growth, and especially to 
enhance the endeavours of bilingual 
families around them. 

Traditionally, it ha$ been the mid- 
die-class family who has striven to 
nurture bilingualism in their offspring. 
Arnberg articulates the special needs 
of children growing up in immigrant 
families, who see no reason for culti- 
vating their own, now minority, lan- 
guage in the next generation. 

It is surely time that the British 
education system caught up with its 
counterparts in countries like Sweden, 
where tuition in subjects is legally 
obligatory in the home language until 
the pupirs Swedish is good enough. 


know only English see the ability to 
speak another language as a problem, 
even one requiring sympathy. In fact, 
some 70 per cent of the world are 
proud to be bilingual. Millions of 
people were exposed to Iwo or more 
languages at a tender agfc and the 
pre-school years are of course b crucial 


A taste of the East 




for digging up the unpalatable truth. 
One almost ends up feeling sorry for 
the local director of social services, 


A Teacher's Guide to South Asian 
Literature. By John Welch 
The London Borough of Waltham 
Forest Multicultural Development 
Service. £3 plus 35p postage. 0 901974 
24 2. 


John Welch’s booklet is a leacher’s- 
eye view of the area and a guide for 
complete beginners. As such it lias 
been sensibly structured and unassu- 
mingly written. 

There are brief introductory notes 
on the region’s linguistic, cultural and 
literary background. The author cov- 
en the classical Sanskrit heritage up to 
modern times, emphasising cultural 
and religious diversity (Hindus, 
Parsees, Muslims, Jews), yet oddly 
falls to mention Buddhists. 

The main weight of the booklet 
deals with the 20tn century under the 
headings of fiction, short stories, auto- 
biography, poetry and children’s fic- 
tion, as a series of reviews. These give 
brief comments on synopsis, per- 
, spective, style and so on and are tasters 
for prospective readers. (They average 

“7 * n’t' . ' 


rvl II 1 1' 


ill IP: i .*i« n 


social help not only for victims but also, 
for helpers. I found the concentration 
on psychological de-briefing of hel- 
pers, at the conclusion of'.* main 
disaster effort, over-simplistic. Never- 
theless, the consideration of the mo- 
tives nnd needs of helpers , is very 
welcome and dearly there is work 
available for aspiring “disaster consul- 
tants”, who shoula .have their pass- 
ports permanently at the ready. 

Social Work with Black Children 
and their Families is addressed to the 
situation hefts in Britain. It is divided 
into four sectidn^, concentrating re- 
oij under-fives; children in 


1978 are accompanied by an account qf 
developments in service delivery up to 
1984. The important . 1984 data is, 
however, in the appendix. Some 
changes, such as.the Increased percen- 
tage of black and mixed race children, 
and the increase- in those in care for 
longer than five years, are insufficient- 
ly discussed from &n area perspective. 


increase In . 

central and local Conservative 1 
ties) the average number of chil 
care dccreasea fror " ‘ 

(1985). Parts of ddiih Batteme^ . have 


'“VWI Vi dvviHi avirivvoi 

who, in the midst: of. Beresford and 
Croft’s unsuccessful rearch for evi- 
dence of citizen consultation, is-stating 
“An important voice in any system or 
evaluation should be that or the service 
user". 


guide to citizen Involvement, i was left 
full of admiration, for these seekers 
after the truth, yet wondering Hbout 
the old chestnut of where statutory 
work fits in, After all there were .only 
three full-time social workers' for 
Hanover patch. Patch work, most 
certainly, Cannot provide the adequate 
Income, housing, childcare, social life 
and other sendees that the citizens of 
Hanover want. That can probably only 
be provided *- if at all - through the 
citizens of this ebuqtry using the ballol 
box. Meanwhile we need, to remind 
pur Authors of theif own third, step to 
JcUifth involvement - modest aspira- 


sclect widely, but male writers pre- 
dominate (three reviews each for R K 
Narayan, Raja Rao and Mulk Anand, 


PAPER BACKS 




none for Anita Dcshi). 

The booklet is not n short cut to 
introducing South Asian literature into 
school syllabuses, although that is its 
long-term aim. It seeks to persuade us, 




enjoyed and appreciated for their owa 
sake’’, nnd that “if we tench literature, 
we must be readers ourselves first and 
foremost”. Indeed, many of the books 
reviewed arc unsuitable for secondary 
pupils as whole texts, but 1 cfln confirm 
their value to adults. 

There is no question that creative 
fiction offers an entry into psychologic- 
al realms unattainable in objective 
writing. In the case of former colon es 
with a well-written body of Anglo- 
centric literature, it is crucial to hear 
the other side. E M Forster cannot let 
us know what it feels like to be on 
Indian in the way that R K Narayan 
does. Without “filling in the spaces pi 
colonial literature, we will simply mis- 
understand other cultures. 

The booklet gives studies of how 
some texts have ocen used In schools 
(not always successfully), and enas 
with a list of useful resources ana 
addresses. The guide is the result or j» 
year’s secondment, and every EngUsn 
department would benefit from having 
a copy. 

David Walton 


Pill. With facts on the abortion laws 
nnd a review of the whole birth control 
movement, this Is an excellent nano- 
book especially for younger, less ex- 
perienced women. 

Natural Parenting by Peter and Fiona 




philosophy the shared experience ° 
pregnancy and early parenthood. 
Prospective fathers are encouraged ire 
massage their partners 1 assist wit 
ante-natal exercises and develop a 
understanding ,of . the 
woman’s emotion?. Much emphasis * 
also placed on physical fitness^ .There 
are suggestions for yoga-based 
cUes for parents and nin soft 
.sessions and jungle games for bauws 
^Ari ; BAallicbW!n. : ■ 

‘ Eleanor Caldwell 


t j, e times EDUCATIONAL SUPPLEMENT 23.10.87 


BOOKS IN CLASS 


CHILDREN’S 

LITERATURE 


Looking at children's lit end urc from 
an international perspective is a sure- 
fire way of coming tuce-to-fnce with 
the impenetrability of cultural differ- 
ences. At the 8th Conference of the 
International Research Society for 
Children's Literature in Cologne at the 
end of September, it was very evident 
that such differences, even among 
researchers, went further iluin mere 
choice of theme for investigation; they 
were also deeply embedded in the 
ways scholars tackled their subjects. 
TTiat old standby, “a survey of the 
literature” still finds advocates in some 
countries, while long since jettisoned 
In favour of in-depth analysis by 
Others. 

The European love affair with 
robinsoitnades was well to the fore; no 
fewer than five papers dealt in vatious 
aspects of national Crusoe adaptations 
and surrogates. This fascination for 
hero figures wus, however, one of 
those rare common elements in a 
programme which, while attempting to 
stick to the unifying theme of the grey 
area between >r Books for children - 
books for adults", rather underlined 
the huge ranges in national literatures 
for children. Theodor Brilggcrmnn’s 
"Ancient mythology und its reception 
to literature for children nnd young 
adults" and Dagmnr Grenz’s "b T A 
| Hoffman ns author for children und 
adults" represented aspects of u tradi- 
tion quite different from our own, for 
example. 

Itwnsgood therefore to see Rhonda 
Dunbury and Rcinbcrl Tuhherl 
attempting to bridge such gaps with 
some collaborative work that com- 
pared and com rusted Austrnlimi and 
German children's responses to Ran- 
dolph Slow's Midnitc. Good too, that 
Ann Tliwnitc’s annlysis of Frances 
Hodgson Burnett and A A Milne was 
so well received, especially since so 
fl»ny speakers used English children's 
foots as reference points. Not so 
Mr'citons was the singular luck of IJK 
fficarch input to this major confer* 
tore. Where wax everyone? 

Margaret Kinncll 

j~~TeUerof 

tales 

With the death of Roger Lamely n 
Green on K October, children's litera- 
ture losi a pioneering researcher and 
•a eloquent advoeute. During his pro- 
lific career us a writer he helped 
elevate the study of children’s lwoks 
aud their authors to one considered 
*° r, hy of serious study und critical 
Mention, 

. ® ree n'8 childhood, while marred by 
was Messed By books. He read 
!™*y Add widely; myths, legends and 
yyiffcs, Greek drama ana the plays 
« Shakespeare, the romances of 
n niaer Haggard and R L Stevenson 
Md the Tarzan stories. 

uut of this reading were later to 
his many anthologies and classic 
re-telhngs such as The Adventures of 
ood , King Arthur and hts 



i/t 

G, 

r from Many 
reece and Tro 

L 

y. 

c 

ly 

ol 

ol 

lege, Oxford, 
f an earlier si 

G 

uc 

w 

V) 

10 was to beco. 

mi 


jnn 

a s 

PHYSICS 


Tire MurIc of Physics. By Richard 
Weiss. 

Macmillan £3.50. 0 333 44278 4 
Questions & Answers: A Level Physics. 
By C Boyle. 

Check mate/Amold £3.95. 0 946973 46 
6 

Physics of Materials for A level stu- 
dents. By Brian Cooke and David Sang. 
The University of Leeds £3.00. 0 
904421 15 5 

Understanding Physics for Advanced 
Level. By Jim Brelthaupt. 

Hutchinson £11.95. 0 09 164581 6 

The Magic of Physics or, Can you pull 
a rabbit out of a black hole?, easily 


a rabbit out of a black hole?, easily 
stands out as the most flamboyant of 
these titles, and its style is as colourful 
as its cover. Aimed at A level and 


beyond, it claims to be “an amusing 
nnd ingenious look Rt the central 
concepts and issues in physics". It is 
written as a play in the style of Alice in 
Wonderland, and includes Alice, a 
caterpillar und Mr Carroll as charac- 
ters, and must have given Richard 
Weiss hours of amusement in thinking 
up the names of the rest of the cast, 
such us Professor Schrodcnbcrg, Dr 
Polly Murr und Captain Max Well. If 
you keep up with the pace for ISO 
pages it provides both a thumb-nail 
sketch of modern physics and a prob- 
lem-solving exercise in unravelling sci- 
entists’ nnmes. However, only the 
most well rend and enthusiastic sixth 
formers arc likely to grasp the implica- 


7 J 1 

3 


CHEMISTRY 


Chemistry Made Clear. (CCSE Edi- 
tion.) By R Gallagher mid P Ingram. 
Oxford £3.95. 0 19 9)4267 
Chemistry for GCSE. By E N 
Ramsdeit. 

Basil Blackwell £5.95. 0631 900 470 
Practical Chemistry for GCSE. By E N 
Ramsdeit. 

Basil Blackwell £22.50. 0631 900586 

In Chemistry Made Clear, the nuthors 
have produced one of the few chemis- 
try textbooks that could be used with 
pupils across the ability range. The 
reading age has been kept to about 
1256 anti its double-page spread 
approach means that all pupils should 
be able to read and understand each 
section without losing motivation. 
Simple questions at the end of each 
section will help reinforce reading for 
understanding. However, very clever 
pupils will need more stretching face - 
but if all the contents of this book were 
effectively known a student could get 
the highest grade. ..... 

The structure of the book is dear, 
with 13 major sections dealing with 
physical, inorganic and carbon chemis- 
try in a coherent way. At the end of 
each section are two pages of longer 
structural questions that would make 
excellent homework. (Although there 
do not appear to be actual past ex- 
amination questions .they correspond 
closely to the structured questions 
founo in the examination.) Tne text, 
although brief, is clear and to the point 
and most pupils will fowl' r 

understand. Because of its brevity it 
would be useful to pupils as a revision 
aid if their notes were not complete. 

I have only one reservation - the 
Introduction slates: “Science a hbout 
asking questions. You can ask ques- 
tions about anything - you ask scltn- ( 
ilfic questions when you are reason- 
ably sure that the answers you get can I 
be trusted". This statement . could 
make an excellent debating point for . j 
sixth form science students. ; ; "..I 


with black and white photographs. It 



Infra-red 
photograph of a 
human face with 

sunglasses: (lie 
world about us 
would appear 
very different ir 
the eye could 
detect radiation 
outside (he 
visible 

spectrum. An 
lilustrationfrom 
Understanding 
Physics for 


tionsof the physics, and the enjoyment 
level will depend on the reader's sense 
of humour. 

In contrast A level Physics Questions 
and Answers is straightforward and 
traditional. It provides a selection of 
questions of the multiple choice, short 
answer and long answer type, and 
provides model answers for all the 
questions. In some ways an admirable 
book for the less confident student or 
those having to work on their own, but 
a danger with model answers is that 
they encourage students to think there 


is only one correct way to approach the 
problem. Also, some of the questions 
appear to be rather simple ana seem to 


rely on rccnll rather than understand- 
ing, indicating perhaps that the book 
would be most useful for the end of the 
first year of the course. 


Chemistry for GCSE is a more 
traditional textbouk, with dense text, 
which concentrates too much on facts 
und not enough on L iicour aging under- 
standing with a rather uull layout. 
However, there Is a wealth of stimulat- 
ing material on the social and environ- 
mental aspects of chemistry that will 
interest students nnd which is impor- 
tant for GCSE examinations. 

The contents are clearly and logicul- 
ly organized into 19chnptcrs. although 
I would wish to see much more on 
fundamental concepts than, for exam- 
ple, the single pnge on the periodic 
table. Each chapter starts with an 
environmental introduction nnd then 
moves through various sections which 
have summaries in boxes and often a 
"just testing" series of questions. At 
the end of eoch chapter is an exercise 
which would make useful homework. 

Despite the interesting social sec- 
tions inis bonk will only be accessible 
to the brighter pupil. The text has a 
high reading age and pupils would 
need to understand chemical concepts 


Of all the books, Physics of Mate- 
rials must qualify as the best value. For 
£3.00 it provides nil that is needed for 
the common core in terms of a variety 
of properties of materials, as well as 
being an independent learning text 
capable of satisfying the requirements 
of the option courses that appear in 
some syllabuses. Incorporated in the 
text are suggestions for experiments 
and a clear indication of what back- 
ground knowledge is expected for each 
section. There arc questions at regular 
intervals that test understanding of the 
text followed by ideas on how to arrive 
at, or organize, an answer, nnd six case 
studies, in which practical applications 
are introduced such as designing a 
cantilever bridge, and optical fibre 
communications. 1 have two minor 
reservations about the book, one being 


the danger or h . , 

on this part of the course w Hn 

option of fixed duration, the otki vvw 
frustration of finding no index. 
However, I am sure that many 
teachers will find this u valuable addi- 
tion to the information given in stan- 
dard textbooks. 

At first glance it is hard to see what 
Understanding Phvsics adds to the 
already well-populated A level text- 
book market, especially with the cur- 
rent debate on the future of A levels. 
Comparing it with existing books puts 
it on the slightly more traditional side 
in terms of content, but with a format 
that includes cartoons to get the mes- 
sage across. It aims to cover all the 
common core material plus other 
topics included by the majority of 
examination boards. The space de- 
voted to electronics, energy resources 
and modern pnrtictc physics means 
that some of the work is covered in less 
depth than usual which could leave the 
more able students dissatisfied, but 
might prove realistic for future A level 
revisions. The most outstanding fea- 
tures are the extensive range of ques- 
tions, the section at the beginning on 
the world of physics (which includes 
career guidance), hints on making and 
using notes and how to set nbout 
understanding the subject, and the 
chapters at the end on essential 
mathematics, data nnnlysis and labora- 
tory nnd communication skills. 

It is often, mistakenly, taken for 
granted that students are familiar with 
these ideas, so it Is encouraging to see n 
book that acknowledges the problems 
and tries to alleviate them. Though it is a 
surprising after such care has been 
devoted to helping with communica- 
tion and presentation to find an index 
that requires cither perfect vision or a 
magnifying glass, when another few 
pages for the index would have been a 
most worthwhile addition to a book 
that many will find an attractive 
alternative to those already available. 

Susan Ross 


well before reading it easily. Some 
sections are asterisked to indicate that 
these are for pupils aiming at higher 
grades but 1 do nut agree with the 
author's distillation. 1 believe a know- 
ledge of how electrons are arranged is 
essential for the understanding of 
bonding, valency etc, and tf//pupiTs do 
need to know how to write formulae, 
to give but two examples. 

Tli is book would he useful In the 
chemistry library or for very able 
pupils. However, I am less sure of the 
value of its commmion volume, I*rac- 
tlcal Chemistry for GCSE. 

A book on experimental work suit- 
nblc for GCSE is badly needed by 
teachers, THo new course places an 
increased emphasis on practical work 
of a significantly different kind. Stu- 
dents will be assessed on their ability to 
devise and perform experimenrs as 
well os on tnoir technique. The new 
practical examination is also very diffe- 
rent from the old CSE practical and 
teachers need to familiarise their 
pupils with these demands. 


Sndly, Practical Chemistry for 
GCSE will be of little help to chemistry 
teachers. On the back cover is the 
I legend that this book will help pupils 
| towards an investigative approach to 
science. This is quite untrue. Within 
the book are over 100 recipes for 
experiments almost all of which could 
be found In toxtbookspublishcd well 
over 10 years ago. Trie Intellectual 
activity of pupils is restricted to some 
cursory questions on the interpretation 
of the results of the recipe. Wherefore 
now, Nuffield? 

It might be useful for some of the set 
practical assessments where stroighi- 
torward technique is being tested, out 
there arc many other books that would 
be better. 

Lesley Bulman 

Further science reviews in 
this week’s Extra, pages 
39-46 



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THE TIMES ED UCATIONAL SUPPLEMENT 23.1Q. ib 


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Atlantic cross 


Meridian 3. By Jeremy {farmer and 
Steve Elswoiih. 

Longman £3,50. 0 582 57973 2 
Coast to Coast l and 2. By Jeremy 
Harmer and Harold Surguinc. 
Longman £4.20 each. 0 582 90728 4 
and 582 90729 2 

Meridian 3 is the final part of a 
three-stage English course for adults. 
The mix is very much as before, with a 
grammatical locus to cnch of the 18 
units, backed up by skills practice in 
the student’s book and plenty of 
communication tasks and games in the 
activity book. The whole course takes 
learners from false beginner to in- 
termediate level. 

The authentic listening material in- 
cludes a speech by Princess Anne on 
the activities of (he Save the Children 
Fund, as well as interviews with (he 
International President of Mensa, a 
robotics expert, and a curator at 
London's Tate Gallery - a welcome 
change from the usual humdrum 
listening passages in general English 
course hooks. Each unit has a useful 
Spoichcck section, which presents n 
minor point of grammar, usage or 
punctuation and provides controlled 

K ticc. There urc also regular Verb 
slots to tench phrasal verbs. 
Meridian 3 seems to be targeted at an i 
older age group than the first two 
books in the series. There are no 
irritating cartoon characters and the 
topics are more relevant to ndult 
students. 

The United States is traditionally 


viewed as a 
ket. But the 
travelling to the US 
short-term language 
creasing all the tim 
pea ns, as well as 
Latin Americans, ore 
days to choose □ language school in 
Berkeley than Bournemouth. UK 
publishers are beginning to realize that 
there is a lack of good American 
English EFL course books. Coast to 
Coast 1 and 2 are adaptations of the 
first two Meridian books and are aimed 
at exactly this new market. 

Coast to Coast l is set in California. 
The cartoon story in Meridian / has 
been reworked around a baseball play- 
er with the San Francisco Seals. In 
Coast to Coast 2 the scene shifts to 
Boston, where the leading characters 
work for Quest, a commercial photo- 
graphy service. Apart from the main 
story line in each unit, there are 
relatively few changes. Reading pas- 
sages focus on various aspects of the 
American way of life end tnc language 
work has been carefully adapted to 
bring out the salient features of Amer- 
ican English. The format has been 
slightly altered by including the in- 
teraction exercises in the back of the 
student's book. There is a separate 
workbook for grammar and writing 
practice. Teachers of British English 
may find Coast to Coast useful as a 
supplementary source of American 
English listening and reading material 
at elementary level. 

Graham White 


First and foremost 


First Certificate Horizons. By Simon I 
Gfrenall and Judy Gorton-Sprenger. 
Heinemann Educational £4.25. 435 
28518 I 

Despite the development of some 
excellent communication-based EFL 
examinations from ARELS, Oxford 
and the RSA In recent years, Cam- . 
bridge still reigns supreme. The First 
Certificate and Proficiency examina- 
tions continue ip be widely regarded as 
universal benchmarks of achievement 
and ability in English. Small wonder, 
then, that such n powerful examination 
exerts a strong backwash effect on 
tcochlng materials, methods and 
priorities. There Is already a wide 
range of First Certificate preparation 
courses, but now the backwash 
threatens to engulf lower level stu- 
dents as well. 

First Certificate Horizons is aimed n! 
students who are not yet ready for lire 
intensive exnm-orionted work in pre- 
paration courses such as the authors' 
own successful On Course for First 
Certificate. 

Tnc approach Is skills-based, with 
back-up structure reviews and voca- 


the tasks arc kept simple nnd students 
are helped to deduce meaning from 



Finding favour 


context. Writing tasks reflect the kind 
of questions. set in the Pint Certificate. 
Composition paper: ds&ys, letters and 
descriptions. Clear models are given 
throughout. Lack of vocabulary is a 
common problem for First Certificate 
candidates. Here students arc trained 
to note down useful vocabulary, derive 
nouns nnd adjectives from verbs, and 
deduce from context the grammatical 
function of new words. 

The topics are predictable, but then 
so is the examination. The authors 
have tried to find new anodes (eg a 
behind-the-scenes look at BBC News 
production, standards of living in East- 
ern Europe) to provide interesting 
material for speaking practice. Layout 
is clenr and there arc plenty of good 
colour photographs to liven up the 
presentation. 

I am not convinced that students at 
Intermediate level should be working 
on material so closely related to the 
First Certificate examination. Where 
will it end? First Certificate pre-prep 
courses for beginners? Ideally, stu- 
dents should be gaining a wider experi- 
ence of English, before homing in on 
the specific tech nlqucs requiredfor the ; 
examination. Nevertheless, this book 
would be useful for a class of weaker 
students who want to feel thBt they are 
making progress towards the exomina- 
tion. GW 


Using Literature in Language 
Teaching. By Jennifer Hill. 

Macmillan £1.50, 0 333 42389 5 
A Course In English Language and 
Literature. By Bernard Lott. 

Edward Arnold. Student's Book 
£4.75. 0 7131 8268 7: Tutor’s Book 
£3.95. 0 7131 8428 0 

After falling out of favour for some 
time, literature is again recognized by 
many as an Important dement in the 
teaching of EFL. The Cambridge Pro- 
ficiency examination acknowledges 
this by including prescribed texts as 
optional composition subjects in Paper 
2. Jennifer Hill, while appreciating the 
linguistic and cultural difficulties that 
the study of literature presents, rightly 
maintains that it "should contribute 
. . . both to the development of the 
student as an individual and to his or 
her command of the language”. She 
gives advice, with examples, on the 
selection of texts and on organizing 
work on literature in the classroom. 


thorough preparation and careful 
methods, although it must be remem- 
bered that their own enthusiasm for 
literature is what counts. As Jennifer 
Hill reminds us t they "must first help 
the students enjoy what they read". 

Bernard Lott also seeks to meet the 
requirement to integrate language and 
literature in his book for students 


from a literary text, accompanied by 
commentaries and exercises in com- 
prehension, composition and language 
study. 

His first aim is to introduce students 
to some of the finest literature. The 
texts, arranged in order of difficulty, 
cover 300 years from Pepys to Beckett 


iUHi (•] IPI'.VHIM'IUH 


A library of practical books specially for 
* ' the supply teacher, cover teacher . . . 

^ I®).- or8ubjectteacherwhoJuatwant8an 

§5^-- 1 Interesting change from the normal routine. 


including such supplementary activi- 
ties as role play, games, watching and 
planning films and discussion of sub- 
jects raised in the texts. 

Her approach is traditional, with 
only a cursory reference to structural- 
ist criticism and no allusions to recent 
developments in narrative analysis. 
Content, character, structure, style 
and purpose, and figurative language 
(particularly in poetry) are discussed, 
with some expected Illustrations (Lord 
of the Flies inevitably appears) but 
some enterprising examples as well 
(poems by William Carlos Williams 
and John Crowe Ransom are excellent 
choices). Teachers will learn much 
from this book with its emphasis on 


Oralskills 


Donald Hawes 


| i.-i .. . 

• T 


ENGLISH 

Lessons at a Moment's Notice 


RELIGIOUS EDUcrfiON 
Lessons at a Moment's Notice 


ART 


Lessons sit a Moment's Notice Lessons at a Moment's Notice ■■ 

MATHEMATICS :■’% • REMEDIAL 

Lessons at a Moment's Notice ' > Lessons, al a Moment's Notice 


All (Itfes 96pp. Illustrated. £3.60. Write for inspection, copies, ■ 
or ring Sue Peirce on 0753-26760. , 

*■ i i-. * ; . , ' • 

j FOUL^AM EDUCATIONAL Yeovfl Road, Stough, Berks- SM 4$ 



Donald Hawes Is a visiting lecturer at 
the Polytechnic of Central London, 
and Open University tutor. 


combined advantages of being 
. straightforward, practical and explicit. 

The. only ouibble I have is that an 
■ accompanying cassette could usefully 
have supplemented both books, by 
showing the distinctive nature of 
speech qr underscoring the problems 
of oral assessment. Recorded material 
would be as valuable an adjunct to 
many teacher education textbooks as U 
already Is to ELT coursebooks. 

• The first of the three sections in 


tie, not least because the structure and: 
characteristics '.of speech' are rather , 
more difficult to describe or quantify! 
than is the case with Written forms. The 
ntethods and standards mvplvedJn the 
assessment of oral performance have' 
also perforce been subjective, a fact 


fortable. ■ 

I believe that Speaking and Testing 





drama. Dr Loti’s second aim is to use 
the texts as bases for particular linguis- 
tic practice, as each has in the fore- 
ground certain grammatical, syntactic- 
al or lexical foalures. Work on forming 
questions Is derived, for example. 


1 1 1 ♦. 1 1 ■;/i r -»»vrj 1 1 ♦ . iw t) i i d'ul •! 


Dwellers and on the first conditional 
and clause relationships from Kipling’s 
If. The danger of exploiting the texts 
only as exercises in language can be 
obviated by the teacher^ making full 


1 1 i f u-ll 1 1 (-! if. IH r.Wk \ i h 1 1 1 L ■ 


course fills a long-felt need for a 
serious, well-constructed book that 
will Inform and stimulate advanced 
EFL students. 


Acting up 


Drama Activities for Language Learn- 
ing. By John Dougill. 

Macmillan £3.50. 0 333 39215 9 
Stage by Stage. By John Dougill and 
Liz Doherty. 

Hodder and Stoughton Educational. 
Student’s Book £3.50. 0 340 37244 3. 
Teacher’s Book £3.00. 0 340 37225 7. 
Cassette £7.00. 0 340 37226 5. 


John DougilFs Drama Activities exem- 
plifies the communicative approach to 
EFL, which (as he says) “has led to a 
decentralized classroom," group work 
and students' active participation. His 
advice and suggestions are systematic, 
beginning witn a theoretical justifica- 
tion for drama activities, noting among 
their advantages the need to confront 
unpredictability in the use of language 
and the help they give in bridging tne 
gap between the '‘controlled world” of 
flie classroom and the world outside. 

Careful instruction follows concern- 
ing the introduction and integration of 
drama Into the language classroom and 
syllabus and the conduct of drama- 
based lessons with and without scripts. 
His warning that students' ages, needs 
and abilities must be taken into 
account should be observed, since 
some of the activities he recommends 
could be seen as childish and embar- 
rassing (for example, students pre- 
tending to be blind or miming "a 
burglary that goes wrong"). But others 
animate and reinforce linguistic prac- 
tice, including some based on exercises 
in widely-used EFL textbooks. Inter- 
rogative forms, tenses and phrasal 


contexts and vocabulary extended and 
memorized. 

It is good to see that Dougill empha- 
sizes the need for evaluation after- 
wards. His bibliography is comprehen- 
sive and up-to-date, although a clearer 
reference to Dorothy Healhcotes 
writings would be helpful, as he cites 
them a number of times., 

With Liz. Doherty, John Dougill has 
also written Stage by Stage, which 
consists of 10 units of dnima activities 
for intermediate students. The sketch- 
es reflect, perhaps unwittingly, several 
typically English interests and institu- 
tions: crime, marriage bureaux, do-it- 
yourself and package holidays. Their 
occasional facetiousness may bewilder 
or irritate some students. But the 
suggestions in the teacher’s book are 
detailed and sensible. 

Each unit has four parts: prelimin- 
ary language work, including vocabul- 


used phrases and formulas of expres- 
sion; mimes, role-play and dialogue; 
an unfinished script, which students 
have to complete; and pictures, pas- 
sages, questions and so on to stimulate 
further creative activity. So there is 
plenty of material here, which the 
authors indicate can be used flexibly to 
combine acting of an elementary kind, 
comprehension and discussion. 
Thouab thev believe that drama aetjv- 




book can be used simply for language 
practice. Teachers of young students 
especially wili find the book s nd IIS 
cassette a lively resource for encourag- 
ing competence in communication- 


tion. A linguistic glossary is provided 
at the end. Quite simply. Speaking 
evinces a rare and particularly etiec- 
tive, teacher-friendly fusion of theory 
and practice. . • 

Testing Spoken Language explores 
its topic in an eminently common sense 
way too, The practical discussion en- 
compasses a consideration of the possi- 
ble aims and resources of testing 
programmes, the role of learner ex- 
pectations and needs, and the utility or 
a wide variety of different testing ana 
elicifolion techniques. Relevant ter- 
minology, marking systems, aesipi 


criteria, competence banding sraies, 
and the evaluation of tests with respeci 
to various validity or reliability stan 
dards are also explored. . 

The aim is to remove some or inc 
mystery associated with testing as an 
expert area, and to emphasis 

human dimensions of communlcat 
assessment, testing arid teaching being 

seen very much as complementary 
activities. In my view, Testing Sponen 
Language succeeds admirably U) mee* 
big the expectations raised. . 


thK TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


Confidence tricks 

Ann FitzGerald reports on a language-learnin& 

project in Birmingham 8 

\ 


A large, sunny room, its windows 
looking out on to n walled garden full 
of giant sunflowers, whs u welcoming 
sight for ihc class of four nnd fivc-ycnr- 
o0s when (hey arrived ut St null's 
Venture Centre to take part in the first 
session of a four-purt Inngiuigc-lenm- 
big project devised by Steve Bull of 
Language Alive. This TIE/t caching 
resource is based nt , mid funded by, St 
Paul's Community Project Ltd in Bnl- 
sall Heath, Birmingham, serving 15 
infant and junior schools. Eighty per 
rent of the residents in this inner city 
area are of Asinn origin and the 
majority of children begin their school- 
ing in a language which is not their 
mother tongue and is often not spoken 
at home among their families. 

At the special request of lucal 
teachers' this term's Language Alive 
programme is based on the Link-Up 
reading scheme*, so the characters, 
places and situations which the chil- 
dren meet in these books form the 
basis for all four playlets and follow up 
activities of the four-week project. 

The 45-minute “lesson” at St Paul's 
was an introduction to places featured 
in the first rending hooks. Brightly- 
i coloured backdrops denoted the areas 
of the hall: school, park, paper shop, 
baker's shop, bus. mid the characters 
of the dustbin collector, the puper shop 
lady and the bilker's assistant helped I 
the children to name different objects 
In the painted scenes. Question and 
answer dialogue followed, with con- 
nut repetition of u few words and 
phrases. Each character then worked 
wth a small group of children, sorting 
out a jumbled collection of cards 
ojirtaiiifnE the pictures and names of 
otytils already defined, und placing 
them In llic right area. A few mistakes 
wre pm right and everyone gathered 
a song about the pluccs they’d 
haled. A teacher's puck suggests 
1 preparation work for part two of the 
prcywmc which takes place in 
wwol ihc following week, focusing on 
«gs. postcards iiinl the |iosim;iii. 

1 The philosophy of I .unuuiige Alive is 
lo encourage young children to listen 
and practise language in a carefully 


chosen context in which dramatized 
situations provide the motivation for 
them to stretch their linguistic skills 
nnd build confidence. Ana it seems to 
work. Teachers frequently comment 
on how reserved, silent children sud- 
denly begin to speak and how the 
characters and situations act as a 
catalyst for enthusiastic work in class. 

. Projects for upper infants and 
juniors broaden into issues of social 
concern, like the problem of bullying 
which is to be the theme of a program- 
me for juniors later this term. “But the 
emphasis of all our work is on the 
language content", says Steve Ball, 
“and all our programmes are struc- 
tured to use and develop the children's 
existing language ability at each level." 

Language Alive plays often have 
key words, or important lines, spoken 
in Punjabi, Bengali or Urdu as well as 
English, and children are encouraged 
to use their mother tongue in impro- 
visations which the plays set up. “I 
believe it's important that the chil- 
dren's own first language should have 
‘educational status too, and not be 
seen ns unacceptable for use in 
school", says Steve Ball. A 15-minute 
video, and n set of 1 2 pholocards which 
accompany the Link-Up programme 
have every sentence in English and 
Punjabi so that rhe children hnvc 
language and picture references to 
help them in learning the English 
words and phrases which they meet in 
the readers. 

The video, made by members of St 
Paul’s Community Project staff, takes 
the first four Link-up books and 
transposes their text und pictures into 
places and people In the local area. “A 
big police cur and u big policeman" is, 
quite recognizably, one of the local 
bobbies on the beat, ami the streets, 
shops, buses und houses are nil familiar 
scenes from Bafsail Hcatli, bringing 
school and home close together. 

* The Link-Up rending scheme is pub- 
lished by Holmes Me Do it gall Limited, 
and the teaching materials referred to 
have been produced by kind permission 
of the publishers. 


Bilingual skills 


/to* is the third yenr in which the 
I Institute of Linguists is offering its 
“"Huai Skills Certificate. Aimed at 
w * 1 ° wish to work with public 
wnucc agencies dculing with those 
jw whom English is a second Ian- 
the course will bring those 


unemployed people with MSC fund- 
ing; and students who ore gaining the 
Bilingual Skills Certificate along with 
other qualifications. Some recent 

Lnua mm# inkp tie rt rnrllll /\f 


S aduatcs have got jobs as a result of 
e course: one from the Pathway 
centre in Eating got a job with the local 


w ihat there was a specific need for 
nrfHh ^o wuld translate and inter- 


tbfliftf 5 a lower level than 

^ interpreters would 

Lastyear, courses were organized in 


SS^.to Portuguese 
Th 


authority. 

The coursework Itself is extremely 
practical, featuring role play, formal 
teaching of language skills, oral and 
written translation, and letter-writing. 
Although most institutions running the 
course prefer applicants to have some 
acquaintance with written forms of the 
chosen language, since those are the 
most difficult, they may waive this 
stipulation occasionally. More impor- 
tant is to be able to show some 
empathy with the position of those m 
the ethnic communities who arc in 
need of bilingual help. Boosting lin- 
guistic competence fa thus only the first 
element of the course, which also lays 
stress on interpreting training, work- 
ing with public agencies, letter-writing 
and [eiier-translatiog, and the com- 


ases, as well as written translation ui 

ta The" n ffiuW ^ Uyjgl 

Highbury Road. London N5), was 

founded in 1910, and « the foremort 


dtf! *° ufo the course and 


alreaWS 1 , 1 * W. been peopte 

to SSJSftFW tire area who wish 
Jaffa communication skills, 
to- ilieir employers: 



An Illustration from (he unit on male/female roles In Gaynor Ramsey’s Images, a 
collection of photographs and activities designed to develop spoken fluency 
(Longman £2.50). 

How’s business? 


Business Reading. By Geoffrey Land. 
Longman £4.00. 0 582 85220 X. 
Write for Business: Skills for Effective 
Report Writing In English. By Michael 
Doherty, Lee Knapp, Susan Swift. 
Longman £5.90. 0 582 74893 3. 
Functioning In Business. By P Lance 
Knowles and Francis Bailey. 

Longman £3.50. 0 582 85267 6. C60 
cassette £12 + VAT 0 582 R526R 4. 
Telephoning In English. By B. Jean 
Naterop and Ruit Revcll. 

Cambndgo University Press £3.95. 

0 521 26975 X. 2 cassettes £15 + VAT 
0 521 26429 4. 


Business Reading is n 15-unit sup- 
plementary Courscbook aimed nt in- 
termediate level managers and execu- 
tives. The topics include smnll 
businesses, office automation, fashion 
and design, international blinking, and 
so on. Tne varied, ungraded rending 

a es arc taken from British ana 
con business publications such 
os the Financial Times and the Wall 
Street Journal. There is a good mixture 
of text and diagrammatic material 
(albeit monochrome), to accommo- 
date information transfer exercises in 
the classroom. The inclusion of line 
numbers in the texts should help 
teachers and students to focus their 
discussion of the comprehension or 
linguistic points which arise. 

The approach encourages skimming; 
for gist in preparation for detailed 
textual analysis, which is in turn 
catered for by several types of fairly 
standard comprehension exercises 
(especially "wn" information ques- 


tions). Matters of grammar and lexis 
(the latter being handled extremely 
well) seem to be stressed, rather than 
an explicit consideration of discourse 
types, cohesive devices or information 
structure. 


My reservations are that the articles 
may nave lost their topicality for most 
students by being at feast tnree years 


old (n danger in using authentic mate- 
rial from the international business 
press) and that, since ESP lenchds 


would prububly select u textbook on 
(Jio basis. of the grammar nnd tpcabul- 
nry Items included as much us on the 


business topics covered, (he omission 
of a global word or structure list seems 
to put the book nt a disadvantage, 
Write for Business is an upper- 
intermcdiatc textbook intended pri- 
marily for self-access work. It aims 
throughout its four sections to provide 
ihc linguistic building blocks users 
need to write belter short reports. 
Various aspects of language control 
arc highlighted (for example, Jcveis of 
formality, punctuation, use of pas- 


mtormntion, planning a report outline, 
writing appropriately for different au- 
diences and so on. The pedagogic 
pattern In the book involves an evalua- 
tion exercise, usually the scrutiny of a 
sample text, followed up by discussion 
(sell-questions) and a (ask, such as 
sequencing pieces of information and 
rewriting. 

There fa a model "Jong report" In 
the final section, and an answer key. 
Although Write for Business empha- 
sizes report writing, some units deal 
briefly with business letters, taking 


minutes and writing 
I doubt whether Write for Uminem 
could really be used for unguidcil 
self-access in anything other than very 
restricted doses. The sheer volume ana 
density of outright explanation, as well 
as the linguistic difficulty of some of 
the tasks, are rather daunting and the 
teacher would, f think , have to become 
heavily involved in order to make the 
book palatable. The average student's 
capacity for self-discussion and discov- 
ery (especially when he or she really 
does not already have the answers) is 
also over-estimated, 

Fiittrtio/mig in Business is an effec- 
tive pre-intermediate courscbook, in- 
troducing and recycling key business 

f ihroses, terms and communicative 
unctions (for example, offering, intro- 
ducing, clarifying, stalling), through 
nine episodes of a story centred on a 
trip to the United States, during which 
the characters handle such basic situa- 
tions as the business lunch and negotia- 
tions. Listening plays a major role. 
Each unit basically consists of six main 
sections: story update pre-listening, 
general comprehension, detailed 
listening, role piny, a functional 
phrases cloze and supplementary exer- 
cises. Learners can easily fina their 
way round, and can actually write in 
the book too. 

The accompanying cassette features 
unscripted dialogue material, replete 
with hesitations and interruptions, 
normal delivcra speed and many dif- 
ferent voices. The accents btc Amer- 
ican. A tapescript is included in the 
detachable answer booklet. 

The book's emphasis on converso- 
tional formulae (it was written and 
trialled in Japan), might make Func- 
tioning in Business particularly useful 
for helping reserved learners to be 
more interactive. 

Telephoning in English aims to de- 
velop intermediate, practical tele- 
phone skills for business people, via 
eight units with titles such as ’’Who's 
calling please?", "Let’s fix another 
date' and "What seems to be the 
trouble?". There are 14 tasks in each 
unit, which invite the learner to fill in 
tnblcs, take messages, complete sent- 
ences, spell names correctly, answer 
multiple-choice questions and so on. 

' Opportunities for the student to speak 
are provided and users are assisted by 
information transfer prompts (for ex-' 
ample, a handwritten diary page) to 
respond to "cnllcn" on the double 
cassettes. Palrwork nnd role-play acti- 
vities in the class arc also catered for. 
The final reading section in each unit 
Introduces an element of variety; 
advertisements for new telecom- 
munications machines nnd services are 
'actually intended to inform the user ns 
well ns to practise the requisite lan- 
guage skills. 

In basic terms, the book and casset- 
tes arc accessible and motivating. 
There is a detailed answer key, tape- 
scripts and vital overview and sclf- 
slutiy sections. American, British and 
non-native accents arc presented, 
though the spoken material fa deli- 


vered at slightly less than normal 
speed, and is made slightly artificial to 
help learners cope. 

Leslie E Sheldon 


Dr Leslie E Sheldon is director of ELT 
at Piiman Education & Training Ltd 
f London j. 



DICTIONARY OF 

CONTEMPORARY ENGLISH 

NEW EDITION 

H A avnpletely revised edition of this 
aedaimed dictionary for advanced 
students of Engfish. 

44 This dictionary recognises not least the 
international role of English as an essential 
iristmmentofcommuntaition. ltirough 
ederyaspectoflts design, it securely 
speedstheleame^s effidentarrd sensitive 
control of foe language. . • ;i . 

PitrfesforSa^ndtilphQtwk ! 


Elementary 

Dictionary 

M 2000 Important words 
students need In the first 
years of learning English, 
withdefinWonsancf 
■ examples In ample 
language, and colourful 
Mu5tratfonsat Individual 
entries. 


LONGMAN 


DICTIONARY OF 

COMMON 

ERRORS 

J B Heaton and N D TUrton 

-■ Over1700common 
errors listed in 
alphabetical order, with 
example sentences 
' showing correctuse, a 
simple explanation ofthe 
problem underlying each 
error, and a glossary of 
■gra/nfnatiaTterms. . . 


! LONGMAN;:'. 
; DICTIONARIES 
■THE SYMBOL FOR 


j.ity ir* a nworiiirjriJ?/:# . ht'iff m,htn v:j 4 I h Wvr 

• .JJI.hU' 'j.i'i It' l.'lilllA .,!■ 1 1 -■ I. 


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THE TIMES EDUCATIONAL SUPPLEMENT 23 . 10 .ff 


ARTS 


Separation. By Tom Kcmpfnski 
Hampel end Theatre 
Moon Dance Night. Ry Edgar White 
Arts Theatre 

The One Before The Last. Ry Kate 
Parker 

Offstage Downstairs 

The Winter’s Talc. By William 

Shakespeare 

RSC Barbican Theatre. 

Macbeth. ByWHIlam Shakespeare 

Half Moon Theatre 

The Hypochondriac. By Mol Rrc/t runs- 

Inlcd by Alan Drury 

Lyric Theatre Hammersmith 


Of three new plays, Separation is the 
most substantial . Following Duet for 
One's success exploring the effects of 
progressive physical degeneration in a 
musician, Kempinski writes a love 
story for two cripples. Sara, a New 
York actress, is on crutches with 
“rclapsivc peripheral poly-ncuro- 
nathy"; Joe, a London plnywright. Is 
'‘an agoraphobic depressive" recluse 
suffering from a mental block. His last 
play, written five years ago, is revived 
by her off-off Broadway. This, her first 


acting part in seven years, leads to 
them meeting, quarrelling and mnking 
up: Cindereiln and her Green Frog 


Wig fad 


The School For Scandal 
Birmingham Rep. 


It's a treat to see one of the theatre's 
classics given such a scint Minting yet 


John Adams imposes no directorial 
twists; Sheridan would recognize his 
dwn play and delight. In this stylish 



Joseph Surface, the gallery of despised 
family portraits and well-stocked cellar 


of his gay-dog brother Charles, the 
blBck major domo, Rowley, and small 
black pnge of Sir Peter Teazle’s house- 
hold ana even the ascent in a hot air 
balloon by those two old news and 
novelty seekers, Crabtree and Back- 
bite. 

The self-regarding display of these 
rich and leisured people is caught in 
their extravagant wigs and costutaes, 
their colourful plumage qffSet by the 
restraint of the settings, a scries of 
architect's drawings in tones of grey 
and white - ; 

.Fortunately, performances are not 
eclipsed by oil this visual interest. The 
gossip Is tossed lightly back and forth, 
its stings always deftly timed, and the 
characters add the Interest of a fully 
developed personality: to their place in 
the social jigsaw, with an outstanding 
partnership from Christopher Ben- 
jamin and . Meriel Scholfleld as Sir 


Frustrated passion 


Prince arc united. 

T hus anatomized. Separatum seems 
nurc sell malt z. But its gutsy Jewish 
humour and frankly emotional ex- 
ploration of the nngcr underlying the 
sense of separation fell by handicap- 

K ;d people sharpen the sweetness. 

avid Suchet’s excellent acting and 
Saskia Reeves’ wonder fully-felt per- 
formance overcome the limitations of 
the play's form -a series of telephoned 
conversations - under Michael Atten- 
borough’s expert direction in Sue 
Plummer's perfect setting. 

Jane Ripley’s ambitious setting for 
Moon Danas Nigh t overfills the Arts 
Theatre’s small Mage just as Edgar 
White overcrams his play. Sibling 
rivalry, unemployment, artistic frus- 
tration, male chauvinism, post-Colo- 
nlal political and business corruption, 
child abuse, tourism's evils, religious 
ritual, incest etc all jostle for attention 
with the human reactions set off when 
black newscaster Dwcn Ellis returns to 
her Caribbean islnnd birthplace and 
feels as estranged there as among 
whites in London. Yvonne Brewster's 
direction spnrks light in Act 3's brief 
"voodoo" episode, and good actors 
like Isabelle Lucas and Ronny Cush 
make their presence felt, but the play 
adds no lustre to Black Theatre Season 
’87. 


The One Before The Last dulls 
Rupert Brooke’s reputation showing a 
priggish poetaster in stales of nervous 
collapse tallowing homo and hetrosex- 
uul congress. Brooke's mother's pos- 
scssivcncss and his frustrated passion 
for "Ka" Cox are twin themes in this 
potted biography. Short scenes flicker 
into life under Valerie Doulton's sensi- 
tive direction, only to be extinguished 
by recitations from the poems. Pat 
O'Toole charms as Ka; RuthTrounccr 
is a noteworthy Mrs Brooke. 

The charms of Terry Hands* produc- 
tion of A Winter's Tale include a 
beautiful opening wintry setting; the 
realization of the famous stage direc- 
tion “Exit pursued by bear , warm 
gaiety in the Bohemia scenes and the 
touching magic of Hcrm tone's restora- 
tion. The First half suffers most; dire 
support-acting and Leonles* (Paul 
Shelley) yells and wild gesticulations. 
In the second half the play bursts into 
life and, tamed by a brass-tongued 
Paulina (Gillian Barge), Shelley is 

S uietor and more effective. Penny 
lownes beautifully contrasts Her- 
mlone/Pcrdita; Joe Melia makes Auto- 
lycus a jolly variety turn; Christopher 
Bruce's dances delight. 

Some people delight to sec a master- 

f iicce despoiled. Chris Bond’s Macbeth 
the words are mainly Shakespeare’s) 



Bob Dylan as Billy Parker in Hearts of Fire 


Twisting the heart 

n rss " • a t « „ j I poet with a keen eye for frailty and 
Dylan and Tom P$tty and (he desire. Melodious sirndna in sones like 


S nersnin tram Lnnstopqer Ben- 
in ana . Meriel Scholfleld as Sir 
:r and Lady Teazle - a long-time 
bachelor at the mercy of a young wife. 
The production runs until Oclober 31 
with matinees on Thursdays and Satur- 

dflys ' Ann FitzGerald 


Bob Dylan and Tom Petty and (he 
Heart-Breakers, Alone and Together. 
Wembley Arena 
Hearts of Fire 
Odeon Marble Arch. 

U may not be fashionable to like Bob 
Dylan any more but he can still twist 
the heart out of a song ttlrt no other 
singer. On each night of his Wembley 
concerts an audience which had sung 
along with 'Like A Rolling Stone 1 , 
cheered ‘] Shall Be 'Released' and, 
danced In the aisles to 'Watdilng the 
River Flow' were transfixed to silence, 
tears, by the plaintive Tomorrow is 
Such 8 Long Time’. 

At 46 , Dylan remains the vagabond 


desire. Melodious singing in songs like 
‘Shelter from the Storm reminded us 
that he is a lover 


that he is a lover, sexy goad tunes like 
the reggae ‘l ana I’ and ‘I’ll Be Your 
Baby Tonight' that his is an earthy, 
human love. The poignant wail of lus 
harmonica solos brought us back to 
'Forever Young*, written for one of his 
sons. - 

But as well as a poet of experience so 
fiercely personal it is universal, Bob 
■ Dylan is alsp a rock 'it' 'loll star who’s 
been playing for! 30. years; Within that 
medium hre range • is impressive, 
whether he ‘is croaking out ‘Maggie's 

5 irm' or . turning ’KnOckin on 
e even's Door’ into an anthem. When 
he brings on his female gospel singers 


MB 

■ 


s 

fm 

IffS 


The See-Saw Tree. 

WhirlioIgTliealre, Warwick Arts Cen- 
tre and touting. 


LINCOLN CATHEDRAL CHOIR 

A VOICE TRIAi; ' 

wilibeheMofl 

Saturday, January 73, 1938 


Cborbutr »re educated at the Cathedral School 
(boarding and day) and receive ubdanrta! bun- 
Hiff from the Dean and Chapter. . 

How Tbeiteadinaaiar, 
Ettlott, Unrein LN2 


„ the eyes of the birds 
and animals that live in and beneath a 
300-ycar-old 1 ' oak tree in .Turner’s 
Held. 

When the. play begins, actors and 
audience are at a public meeting which 
has been called to decide the future of 
the field and, thanks (a the arguments 
of the entrepreneurial Mr Jay, they 
vote to.creaCe a children’s fun area with 
■slot, jnachines Q dd electronic games. 
This means cutting down the feeds to 


for follow-up ideas, complete the 
package, of this • excellent children’s 
show. ' ■ . AF 

Whirligig can still be seen at Bath, 
Richmond, Swansea, Wqlvtrhampton, 
Torquay, Newark, Buxton and Con- 
don - from December. 7,. For details 
telephone 01-435 1461. 


introduces the Marx Brothers as Three 
Witches, composite Porter and super- 


numarics. Virtually every scene has its 
popular song, eg Noel Coward warb- 
ling “The parly’s over now" concludes 
the Macbeths’ ghost-disturbed feast; 
Parry’s “Jerusalem" introduces Mal- 
colm in England. “Is this a dagger?” 
causes one to drop spotlit from tne flics 
to be sprayed for “gouts of blood”. 
Apparently, they fought over or 
cheered this at Liverpool Playhouse in 
1982. My companion dosed his eyes 
and listened to the text which, being 
unacted, spoke for itself out of the 
mess. 

The Hypochondriac is much better 
acted but still a mess. In Nancy 
Mcckler's production the wit and wis- 
dom of Moli&re's last play is reduced to 
pantomime in which each character 
follows one line of business. As comic 
turns Jonathan Cecil's Crapper- 
Smythe and Purgestool, and Jonathan 
Cullen's Thomas and Goodfaith are 
excellent, while Kathryn Hunter's 
myopic Angelica and teady-bear tot- 
ing Louisa are brilliant. But they rattle 
about in the empty hollow of an 
eviscerated masterpiece. 


John James 


to rock up ‘You Gotta Serve Some- 
body* ana the spine-chilling ‘In the 
Garden', or when he just gets down- . 
home funky in 'Just Like a Woman', 
this man knows what he’s doing. At 
last, too, he again has a band behind 
him who are tight and bright. 

Tom Petty and the Heart-Breakers 
never missed a beat or a note despite 
Dylan’s extensive re-working of his 
repertoire - he played different sets 
each night. The band swung into 
waltz-time for 'Simple Twist or Fate' 

g lunged on the keyboards for ‘I Shall 
le Released’ and got that old folk tone 
for ‘St Augustine . Their own set was 
hot-blooded rock ’n’ roll fancied up 
with Southern nostalgia and a few 


Oltf ot twanging the chords in Con- 
way Tw/Uty’s The Image of Me’, the 
Heart-Breakers proved they have a 
sound as crisp and brilliant as any band 
going. A ticket to ride on the roller- 
coaster of emotion which Dylan 
evoked. 

Unfortunately, it is hardly such a 

K eak experience which awaits you in 
leans of Fire. Though Dylan s con- 
siderable charm and presence light up 
a few scenes, the film In no way 
captures the fascination of the rock 
scene which Is its milieu. Essentially 
Dylan is miscast, as a loser, and 
Richard Marquand's sloppy direction 
does nothing with his charisma on 
stBge or singing, as It also fails to 
convince in its lame re-working of the 


young - girl - older - man - younger- man 
triangle. Of Rupert Everett the least 
said tne better. Fiona has a creditable 


Rjchird-st 


GEITIEami 


responded with 



F(|ian woman wearing barkcloth 

Wearwithal 


Softwear: Fabrics and Fashions from 
the Commonwealth. 

Commonwealth Institute until 
November 29. Admission free, 


shot at the aspiring singer who takes up 
with the ageing Billy ParkeT (Dylan) 
on her way to the top, but she is just 
too bouncy and he too withdrawn for 
the chemistry fo flow. • •; • 

Victoria Neumark 


m 

rotherl 


• b 

)ctober 8. iS 



.There wasn’t a dry eye in the Albert « 
Hall as Don and Phil Everly tugged at 0 

, the heartstrings of the over forties with 8 

beat that once shook 
the rock W roll year 
housewives, account 
folk have long' since 

hejuke boxes of « 
s. Of course, the 8 
an(s and media 8 
abandoned, their ? 


This delightful and truly multicultural 
exhibition contains fashion and fabrics 
both traditional nnd experimental. 

The most primitive technique is bark 
cloth made from beaten mulberry 
leaves and decorated with earth pig- 
ments. Bark cloth was used as a textile 
in the Pacific islands before weaving 
was introduced; thd method is now 
being revived to promote national 
identity. The most advanced technical- 
ly is a T-shirt knitted in translucent 
nylon thread squared into tiny pockets 




vivid scraps of coloured braids and 
ribbons. Susie Freeman who has cre- 
ated this exciting modern gnnnent Is 
presumably an cx-tcxillc student from 
a British Art College. 

A revenue-generating industry in 
the Falklands produces knitting from 
spun local fleeces, while lrclo no shows 
delicate lacc as fine ns anything from a 
more leisured age. From WrIcs the 
tradition of bed quilts and hooked 
rag-rug work is translated into fashion 
wear. 

There nrc examples of resist dyeing: 
tic-dye of extromc intricacy from In- 
dia, elaborate batiks from Australia, 
subtle batik work from Zimbabwe, 
and a vivid blend of techniques; includ- 
ing screen-printing from Botswana. 
Nigerian Adire cloth, using cassava 
paste resists, tritik, and the dve Indigo 


FT* I |M(.| i T»,'o.iiiIirn ■ fTTm H'O-1 


West Africa. Woven fabrics from con- 
trasting cultures include ikat weaving 
(almost a lost art) and Scottish hand- 
woven Harris tweeds, together with 
knitting from the Shetlands and the 
Hebrides. 

There arc daily demonstrations qt 
various techniques, and an activity 
pack designed to inform and stimulate 
young visitors. 

Betty Tadman 


au nt itau tu uu waa uiwun-- , . 

Dob and Phil gave us 20 of the best 
fromi “Bye, bye love” and “Wake up 
little Susie’’ to "Wings of a Nighting- 
ale", with a tew unusual items such as 
Sam Cooke's “You send me thrown 
in for good- measure. ;Earlv h ,ts * 
"Bird Dog’’ and “Claudette” don * 
benefit from the more frantic, ampli- 
fied treatment of the 1980s, but the 
brothers still twang their ac0 M®*£ 
guitars and their voices show no signs 
of deteriorating. At : the risk of melting 
into a bbol of nostalgia; it can the too 
soon before thfc Everlys walk right 
back! < .; . to- Lbridon and their next 
reunion concert: • \ V - 

’• AL 1 r I /..ill: ,.j 'Jtu f>‘. *' 

‘itf- i'W iTMvfrfstiti 


S-fi 



tuf TTMES EDUCATIONAL SUPPLEMENT 23.1Q.R7 




I n April last year BBC l broadcast 
Standing Up for Joe, the story of a 
British couple’s journey to 
Budapest to obtnin treatment for 
their severely handicapped son. The 
method used ut the Petit Institute is 
known as conductive education. In- 
volving intensive trcntiucnt of children 
suffering front cerebral palsy and other 
neurological handicaps, it has 
achieved extraordinary results with 
I those, like Joe, who would otherwise 
be condemned to tin almost vegetable 
existence. The documentary produced 
an immediate response: demands for 
funding of conductive education in this 
country, as well ns warnings that the 
method requires long preparation and 
considerable resources. 

Standing Up for Joe was repealed 
last week (BBC2. October 1.1) and 
followed by To Hungary With Izive 
(BBC 1, Oclober 14) uiul a discussion 



on Kllroy (BBC I, October 15). These 
brought Joe's story up to date and 
looked at some of the reaction to the 
earlier programme. As far as Joe is 
concerned, it confirmed two things: 
that conductive eduention can achieve 
quite astonishing results with a child 
whose parents were originally told that 
he was probably blind and that he 
would never walk or speak; and second 
that the method is not about miracles. 
But the benefits, in developing skills 
and personalities, are such that some 
ISO British parents hnve made the 
sacrifices necessary to take their chil- 
dren for treatment in Budapest since, 
the first documentary wns shown. 
And, if further evidence was needed of 
its effect, the Government hus now 
allocated money for the development 
of conductive education programmes 
in this country. 

Hungary, combining this positive 
altitude to the treatment of congenita! 
handicaps with a very liberal regime on 
abortion, counters one of the argu- 
ments pul forward in support of rc- 
fotming the luw in this country: tliut 
abortion is insulting to the disabled 
and will lead to discrimination against 
dwn. “Handicapped children arc 
wmg used us a political football”, 


IIW (BBCI, Oclober 18 ), with a 
mmm unfortunate choice of imuge. 
toly outdoing her In hud taste. Dr 
Philip Norris produced a couple of lest 
wks from his pocket nnd brandished 
Inem. They contained , if I heard him 
®rrecUy: two little bunds, 12 weeks 
°™, ^should he going to school now 

We ore likely to see many little 
“■m raised In the debate on Duvkl 
p"on s hill and to hear more appeals 
w a return to “the old, irmhlinnul 
™!»cs . It was noticenhle that Ann 
mnlcrton, who used the phrase, was 


I ronically it was the Indinn classical 
grocer* Pushlcula Gnnul and Un- 
it krishnan who electrified the first 
night audience forDanee Umbrel- 
fm-K 18 S J arts was blanket iittc 
Place’s cabaret opening. 
2m by .Rose English, a selwnocfc- 
comedienne showing off her six 
S’Rp ar ' s J a pcd frame in a spangled 


i uiiu /itircro jicuu* 

ronth Dance Umhrcllu is, as 
‘ways, a Fectlij.ii — 


i uckcu s “ Jjnropsnire 
AiSia . . more tt» Frederick 

memo* 1 - * * yr J2 sm ih*n brave experi- 
^ Cholmondclcys, a 
JontSI, * omcn dance satirists, 
iw"? 1 The Place programme. 
uujI'Hdulgenf work belongs to the 
’vorxshop and has little bite or 
vourn^ ,0 V' Jaco ^ Mailcy’s “Docs 
rob? 1 * ri ni> I c P e 8° all crusty when you 


much more exhilaratin 


they ® dismal party, 

^Jp Ca , k fiendish movement. 
Belgian Anna Teresa Dc Keers- 


ty, suddenly 
movement. 



Alex Jedrosz with his three-year-old son Andre^J, a former pupil at the Petfi Institute in Budapest 

Television 

A suitable case for treatment 


quite open about her desire for rever- 
sion to the situation under the 1929 Act 
and in establishing a link between this. 
Aids, promiscuity and n backlash 
againsr’pcrmissive" behaviour. Reac- 
tion is certainly becoming louder and 
stronger, though This Week, Next 
Week earlier chose to emphasize the 
personal and political risk that David 
Alton fs taking. 

Hu finds himself, in that case. In a 
position familiar to Enoch Powell who 
talked nhoul his Life In Politics with 
Nick Ross (Clmnncl 4. October 16). 
“Revered by some, reviled by others*, 
in the words of TV Times, Powoll did 


admit to some doubts (or “remorse”) 
on one single aspect of his poHtlcnl 
career, the decision to continue In 


R nrlinmcnt ns un Ulster Unionist MP. 
Ic came closer, in this often rcvenling 
interview, to giving the programme n 


scoop when he mentioned “arro- 
gance”, since a form of intellectual 
arrogance seems to be his chief failing, 
most obviously in his inability even 
now to perceive the implications of his 
“rivers of blood" speech (on which his 
only regret is that lie did not leave the 
quotation in Latin). 

As the debate on Kenneth Baker's 
proposals gathers momentum. The 
Education Programme has started to 
subject them to close examination. 
Lost week (BBC2, October 16) it 
weighed up the merits of testing, 
showing forms of assessment that arc 
already in use nnd suggesting that the 
proposed tests may be trying to do too 
mnny things at once. Tonight's prog- 
ramme will look at plans to give 
schools greater control over tneir 
budgets, with a similar combination ol 
examples from different schools and 



opinions from different quarters. 

Should you want to escape from 
these contemporary problems. The 
Bretts (ITV, from October 16) and 
Fortunes of War (BBC! . from October 
1 1 ) offer a refuge in various corners oi 
the past and illustrate the “old, tradi- 
tional values” of the two main chnn- 
nols. The first, die story of a theatrical 
dynasty in the Twenties, shows JTV’s 
belief in the family as the root of all 
drama, nnd in unambiguous character- 
ization. Hera, actors, playwrights and 
chauffeurs behave ns Upstairs Down- 
stairs has led us to expect that they 
should. 

The BBC, meanwhile, demons- 
trates its commitment to literature, 
especially minor clnssics, and to more 
subtle dissection of relationships. All 
very reassuring in these confusing 

,imes Robin Buss 


. British work includes the Royal 
Ballet's Ashley Pnge with his com- 
pany. Page manages to straddle the i 
opposing worlds or classical and con- 
temporary dance. Earl ' Lloyd Hep- 
burn's Images is a success story which 
owes much to The Place’s nurture. 


Hepburn’s double bill "Left of Centre” 
and “Filigree and Penumbra” is the 
result of a Greater London Arts/ 
Dance Umbrella commission, Michael 
Popper’s Direct Current is inspired by 
the comic strip "The Fantastic: Four ’ 
’ te ' ' 




The National Youth Dance Company 
celebrates its third birthday this year 
and their programme includes new 
choreography from Lucy Bethune, 


and their programme 


julia pascal on the ninth Dance Umbrella Festival 


DV8 Physical Theatre presents "My 
Body, Your Body” based on Robin 
Norwood’s book Women Who Love 
Too Much. News ons theatre of vio- 
lent emotions has quickly found a 

artist Robert Rauschenberg and must- 
dan Laurie Anderson, was Men here 
in 3983, as was “Opal : 

silence. She returns with there works 


Eighties. • : • . 

Husband and wife team Eiko & 
Koma are Japanese performers whd 


Japanese traditions also influence 
French duo Studio DM, Catherine 
Diverres and Bemado Montet who 
studied with Buto master Kazuo, 
Ohm). Their prize winning "instances” 
will be, shown In the festival. Other 

. f aka Dnlnmn Xifoiv* 


Susan Crow. Viola Farbar and Janet 
Smith. British dance artist Laurie 
Booth' joins with Dutch composer 
Harry de Wit to produce "A Bone To 
Pick* 1 and there ;aire New Work Plat- 
forms involving Place choreographers 
Jonathan Lunn, Jayne Lee, uigegerd 
LOnrpth and Americans Suzie A ter, 
Scott Clark, Gregory Nash, Catherine 
Tucker, Lucy Fawcett and Art Ashley. 

The Umbrella’s extra events include 
“Meet . the Choreographer"; sessions, 
but the “Dance and the Media: As 
Others See Us" forum is perhaps the 
most controversial. At this event per- 
formers arid critics will question why 
modern dance has stlch a low press 
profile. Video screenings, clakses and 
an International Dance Course are all 
on offer qs supplements to perfonn- 
an«V/ 


The Umbrella In London is ai The 
Almeida, the Place Theatre, Sadler’s 
WeiU. thi lCA and Riversides. ■ < 


Radio 

Pop-up and 
listen 

Treasure Islands (Fridays 1 1 .47 LW) is 
Radio 4’s new programme for grown- 
ups about children's books. IPs first 
editiun had more than a little about it 
of the forced jollity of Saturday morn- 
ing kids’ telly. There seemed a grave 
danger someone might actually snout, 
'‘Ye$, you can tell books arc fun ’cause 
I'm wearing a romper suit, aren’t I?" 

In the end, this opening report on 
some of. the zanicr aspects of Chil- 
dren's Book Week kept within the 
bounds of sanity even if it was not 
particularly illuminating - although 
admittedly it told us that children like 
Charlie and the Chocolate Factory, 
pop-un books and the Mister Men. 

With the second edition, the series 
seemed to find shape and purpose. 
This programme concentrated on one 
issue: books for babies. New Zealand 
writer, bookseller and pundit Dorothy 
Butler maintained that (in the words of 
the title of her hook) "Babies need 
books". She also insisted that this 
meansbooks with a text because not all 
parents possess the skill or ad-libbing a 
narrative around a text-less picture 
book. Following on this, author Sally 
Emerson contributed a whistle-stop 
tour of some of the best books avail- 
able for "readers” aged four months 
upwards. 

Today's edition features multi- 
cultural literature, considers the 
under-representation of Blacks in con- 
temporary fiction und questions 
whether you can in fact dictate to 
novelists. Next Friday's Hallowe'en 
edition brings us an interview with 
Roald Dahl and a discussion between 
Leon Garfield and Naomi Lewis on 
fantasy. 

This series is presented by Penolope 
Lively who, despite being a children's 
writer of considerable note, sounds a 
little as if she is exploring a new world. 
The same might be saia of the series 
itself. To borrow jargon from the 
textbook world, It does appear to be a 
course rather than a resource. Howev- 
er, its greatest importance tics in the 
Tact that it exists at ail. Full credit to 
producer Sally Feldman (deputy editor 
of Women’s Hour) for winning It a 
corner of (he network. 

For more than a few readers of this 
paper, the highlight or the broadcast- 
ing week must Imve occured Inst 
Saturday. In what purported !o be a 
comic monologue on L 0090 Ends 


I f r : * fJi Him Jim* h \y [ Tj 


dnmning and unanswerable critique of 
some current education policies. His 
American alter ego demolished the 
concept of parent power for being 
undemocratic and deplored a society 
which butchers university art depart- 
ments but approves teenage page- 
three nudes. His main drift was (hat 
genuine education leads to freedom. 
“Training is what you do to pear 
trees." 

David Self 


ENDPAGE 


Michael Clarke on 
Manners and Morals at the 
Tate; Robin Buss on River’s 
Edge; theatre reviews, page 
48 


pditnloanitComphny wbt> ware toll ■ 
received at tofty^ UmbaUa/.i • 


Running now until November -2L. 
Dance umbrella blso tours to Cardiff,' ■ 
Manchester, Leicester , Bristol,. Bright- 


otU‘ 'Plymouth i and DurslW.[ JnffifmQr ■ 


David Holman 
‘nCXETS:.£1.3Q,mO 
28 OCT— 14 NOV 
BOX OFFIClt 
OT -9 28 6363 

“H you haven't 
got a child : 

.. .borrow one* 


The- YouiACj 14 c 

HAlf IttM FJtl ViOiKS'lOy - }Al }! OCf AT lO.it-sm, 
I'liihH Sfico?. m 11 \ h cr.rA ■ iir.] 01-410 05W. 














THE TIMES EPUCATIONALSUPPLEMENT 23.10.87 


RESOURCES 



Vince Hal! reviews a new guide 
showing how to operate your BTEC 


BTEC Teacher’s Guide 
£37.50 + p&p 

Business and Technician Education 
Council, Upper Woburn Place, Lon- 
don WC1H OHH. 

Most readers will bt familiar with a 
popular television programme where 
people ore put into embarrassing situa- 
tions by a carefully laid plot otfamily 
and friends in league with the pro- 
gramme organizes. When it comes to 
the crunch momehi and all is revealed , 
the victim tends to .react with some 
unprintable four-letter word which is 
disguised by a beep. 

I thought this might be happening 
when I was listening to the audio tape 
winch accompanies the BTEC 
Teacher's Guide. The interviewer, 


John Humphries, says “it only costs 
£37 .50”, and then there is a loud beep, 
t eventually realized it was one of the 


continuity cues. 

Why should anyone, T asked myself, 
want to pay this amount of money to 
t he Business and Technician Edilca- 
tlon Council In order to 1 understand 
how to run their courses?. After all, 
don't most complicated products come 
with a manual to explain how to use 
them7 

So, the question remains: is it worth 
buying the guide for colleges? In an 
introduction, tho author. John Hum- 
pHtics.suggcsts thql although his orl- 


which would help solve the difficulties 
encountered by people new to BTEC. 
it was decided to produce material 


that, while primarily designed as an 
independent learning pack, could also 
serve as a resource pack for experi- 
enced stuff to use when leading group 
introductions in their colleges. 

1 am not altogether sure how the 
new member of staff would cope 
without help. The actual arrangement 
of the file does not help. It consists of a 
glossy ringbinder with a number of 
Inserts' ana an audio tape. There are 
three core pamphlets inside - Intro- 
duction to BTEC Teaching , the Study 
Crurae, and the Resources Guide - 
although this Is not obvious until one 
has looked through several times. The 
separate contents list is not identified 
as such, but just called Teacher's Guide 
and the preface, which would clear up 
some of the confusion, is tucked at the 
back of the contents list. 

. The, mnin pam phlet . Introduction to 
BTEC Teaching, does hove some very 
useful sections Tor the new member of 
staff and even for tho more experi- 
enced member of a BTEC course 
team. Although it is brightly, pre- 
sented, it would have been easier to 
read if the print had been less dense 
and the section headings had been 
larger^ The text docs occasionally 
lapse into what is known in many 
staffrooms as "BTEC Speak”. 1 cannot 
imagine sentences like "Indicative 
content comprises topics, cowceptk, 
principles and other content to which 
pnnciblo objectives relate” (p34) trip- 
ping lightly off the tongue of the latest 
course leant recruit. . . 




A Reminiscence Centre sounds 
like a recipe for self-indul- 
gence. And it is, a wonderful 
one; not just for the reminis- 
ccrs, but for anyone who steps inside. 

Age Exchange, a theatre company 
which stages plays based oil 
pensioners’ memories, also publishes 
them in book form. Some of their 
themes are Christmas, leisure in the 
Thirties, women in the Second World 
War, and health care before the NHS. 
The two latest are Caribbean health 
and diet, and the Jewish East End. 

Now Age Exchange has its own 
permanent base, the Reminiscence 
Centre, just opposite Blackheath Sta- 
tion in south cast London. Behind the 
shop front, it is exhibition, living 
museum and drop-in centre all rolled 
into one. It's open all day, Monday to 
Saturday. You can go to reminisce or 
you can go to learn. There are volun- 
teers - mainly pensioners - to share 
their memories and guide you round 
the exhibits. The most striking is a 
complete shop transported through 


Things past 

Jessica Saraga visits a place to remember 


space and time from pre-war Hackney. 
The shopkeeper had never updated or 
thrown anything away. Bad for busi- 

nocr Krllllon, I_ 


User’s manual 


ness, brilliant for posterity. In its stout 
wooden counter's myriad drawers are 
all the original items of a general store, 
lovingly cleaned up by pensioner 


tackling the mass of information in the 
file ana may well be useful to those in 
further education teacher training or 
Inducting new staff. The majority of 


Much ,of ; the audio. ..tape ,1s 
Interesting jrtrtlcul Arty the IhteWeV 
with the BTEC regional coordinator, 
although J found ihc interviewer's 
technique of asking every question in 
two different ways somewhat irri- 
tating. 

I was worried that this publication 
would date quickly. The four lines on 
the National Council for Vocational 
Qualifications in the section “Current 
Influences” hardly does justice to tho 
major impnet that the new National 
Vocational Qualifications will have on 
FE colleges over the next four years. 
This could easily have been anticipated 
if the guide had been based on loose 
leaves, which could have been updated 
on a regular basis, and not on bound 
pamphlets. The guide docs do several 
things well. It explains clearly the 
oentral planks of BTEC philosophy, 


like common skills and core themes jYo 


1 T I » J ■ "“P VABUIUJIlJKi 

It deals simply with the steps involved 
In . making a submission for a new 
course^ It also covers practical matters 
that the experienced practitioner can 
sometimes take for granted, like work- 
ing in course teams and linking with 
■employers. For this alone it is probably 
worth buying one copy for your col- 
lege. 

However, my feeling is that BTEC 
ought to have given one folder free to 
every centre and sold others on a 
subscription basis, which would have 
covered regular updntes. 


‘HEALTH RELATED PITMESSa 
ITS PLACE IN THE SCHOOL 

CURRICULUM’ 

• - . ■ ■, . 

■ NORTH WEStERN COUNTIES 
PHYSICAL EDlJCATipN, ASSOCIATION . . 

present /■’ ! . \ • 

. a video 

AND ACCOMPANYn^G Rfe 
With commentary by Ron PkkeringyQBE 

’ 1 1 , 1 ■ • V 1 : / • fl..“ 

.For further information and order form, contact! ‘ .1 J ‘ 

Mr J. M. YOUNG ’ - ! :i* 

2 Vanderbyl Avenue, Spffal, North Wbral - ;w, 

Merseyside L62 2AF f United. Kingdom . . \ [ 


i volunteers: balls of string, bundles of 
firewood, custard powder, matches, 
scales, kitchen range cleaner, mouse- 
traps, and a 45-year-old fruitcake dis- 
played at a rather pricey I7/6d. 

The back room is used for tempor- 
ary exhibitions - a bakclite exhibition 
currently, to be succeeded by women's 
magazines from the Second World 
War, and then a Christmas exhibition. 
After bakelite was invented in 1907, 
everything imaginable was made of it 
for the next couple of decades, and it’s 
all there. Napkin rings, egg cups, 
radios, picnic sets, telephones and toy 
trains, suitcases, fountain pens, jewel- 
lery, buttons, lampstands are on show. 
A 90-year-old visitor revelled in the 
memories, and provided some finer 
points of Identification. “That's not 
lino,” she said, pointing out the neat 
square of floor covering underneath an 
almost totally bakelite ‘'room”. “Not 
linoleum. That's congoleum. I’ve 
often wished they’d bring it back." 

The force behind the centre is Age 
Exchange's artistic director, Pam 
Schweitzer. Her background is in 
teaching and drama, and it was her 
reminiscence classes in the ILEA adult 
education programme which started 
all this off. Now in the youtli theatre 
workshops which run at the centre, 
young people can work with old, on 


themes such as evacuation and season- 
al shopping. Retirement courses and 
training in reminiscence work are on 
the ngendo, too. Pensioner volunteers 
at the centre, whose memories have 
formed Hie basis for Age Exchange's 
productions, sny what n wonderful 
experience it hns been, “You relax in 
rc-living it. You get lost in it, like 
reading a book." 


Pam Schweitzer is very keen that the 
resource centre should be used by 
schools as well as the local community. 
Teachers can borrow the portable 
displays of mounted photographs or, 
better still, arrange to visit the centre 
so that their classes can identify objects 
and talk to pensioners, as a oasis for 
history or drama, it's vital to book, 
though, so that staff and volunteers 
can lay on whatever organization and 
support is required. Pensioners drop- 
ping in is one thing - school parties 
dropping in is something else again. 
But once there among the relics and 
remnants of everyday life, with such' 
eloquent and absorbing guides, any- 
one is bound to linger. 


The Age Exchange Reminiscence Cen- 
tre is at II Blackheath Village, London 
SE3, 


/7/A Pf AAA7 



n.liwIL I 2?®4 S W Resources Vince Hall Is vice principal of Airedale 

Guidos do give , helpful methods of and Whaifedqte College, Leeds. 


Sketches 


Views from the Past 
British Library 

King’s Library until January 31 


Fine drawing combines with rich hu- 
man interest in an exhibition of vignet- . 
tes from the past mounted by the 
British Library. Many on view for the 
first time, they range from a mid-16th- 
century sketch of Queen Elizabeth I in 
procession to a 19th-century view of 
Sunderland Bridge. There is a view of 
Tahiti as seen by Captain Cook, a town 
Planner's drawing of old 
Kntghtsbndge and a Rowlandson's eye. 
glimpse of seamen in the Medway. 

The camera may. have replaced the 
traveller's pocket sketch book but jt 
rarely rises to the Immediacy arid 
charm captured here. This applies 
whether the work .was prompted by an 
urge simplyto catch a passing moment, 
as in JohnThomas Smith’s drawing of 
a comer of old Fleet Street in 1794; or 
the sternly practical motive behind the 

EPJ* rfjSW , en 8 | Feers such as 
Thomas Phillips's 17th-century draw- 
ing of Mdunt Orgueil Castle, Jersey. 


Body and Voice ■ 

The Consortium, ILEA 
Sopgbook and three: cassette tapes, 
£14,95 plus V AT 

LDA, Duke Street, Wisbech, Cambs. 


Body and Voice is a new puck designed 


In the same category is n delightful 
drawing of fortifications at Cnrrlck- 
fergus, Ireland, el 560; but far from 
being intended to delight the 
sovereign, it was meant to alarm her 
about their dilapidated condition. 

Elsewhere there arc gentle views of 
Georgian England: Arundel Castle 
before it was restored, the ruins of 
Fountains Abbey, Hatfield House in 
its prime, a Rowlandson watercolour 
of Taplow, Buckinghamshire, 

The exhibition is not large but there 
is plenty of materinl to interest 
teachers whose specialisms lie in his- 
tory, geography or the arts. Those who 
cannot get to London need not feel 
deprived. Ann Payne, who mounted 
the exhibition, has produced an illus- 
trated book, Views from the Past, 
which contains all these pictures and 
more. It lacks a list of Illustrations but 
it would not be difficult for a school 
librarian to draw one up and it is 
certainly worth a place on the shelf. 
Published by the British Library, it 
costs £5.95. 

From next year the British Library is 
hoping to open its own shop for the 
sale of facsimiles, so in future schools 
should be able, prices oermitting, to 
mount their own exhibitions. 

Owen Surridge 


different actions, while maintaining^ 
high level of interaction. In the third 
section, “Good morning friends , 
aimed at older children, the songs 
explore topics such as “Friends, 


hear you 


A plus-point of this pack .is, the 


the interaction so essential when work- 
ing with children with special needs. 
The Introductions, interludes and end- 


. . , - ---- i - -r-— .Him 

original tunes. Jhe activities are di- 
vided info three sections, . , . • 

V ,f Trlrt . . flrtzf rin . I Tm i' ' 


Judith Moreland 


tiif times EDUCATIONAL SUPPLEMENT 23.10.87 




OMPUTERS/IT 


rr had to happen: hot on the heels of 
word processing, spell checking and 


:h?.u rt.rn.tj I \.n\ 


Reader , a program which adds nrtifi- 
dal intelligence to your typing. The 
program (for IBM compatibles only) 
tries to guess wliut word you intend to 
type from the first few characters. A 

S i-up box displays possible words in 
sr of probability; if the one you 
want is shown, you select it with u 
single keypress. If not. the guesses 
change as you continue typing. 

Function keys fl to r4 provide 
suffixes, plural forms, participles 
(adding -ing) and past tenses nutonmt j- 
cally, But not infallibly - maybe be- 
cause the programmer, Kalman Toth, 
is Hungarian? "The puppy swims in 
the boat pond" becomes “The puppies 


T ic use of computers as a n aid to 

[caching across the curriculum 
has increased substantially in 
recent years. Teachers have 
encour agcd to use them 

?L? rg ^ ,Zfl ‘ l P ns Sl,ch as the Micro- 
ckaromes Education Programme, the 

TrruL UnH | CV | CI1 thc , Department of 
Trade and Industry. In addition there 
s a populnr conception that, as compu- 
ters are tools of the future today's 
students need to use them to prepare 
themselves for tomorrow. The intro- 
duction of the GCSE and the CPVE 
have further contributed to the pro- 
computing lobby. P 

Fortunately, there is ample evidence 
from research and practice that com- 
puters can contribute effectively to 
successful learning. So it is not surpris- 

*! m8ny tea , chcrs include them 
within the range of resources that they 

2K? B U ? mV to *" creas e rheir range of 
teaching skjIIs and strategies. What is 

mI J mK SUr ?r isin l’ P er , ha P s . is that the 
number of teachers who use computers 
is still relatively small, and unequally 
distributed across the curriculum 
areas. 

It could be that teachers arc reluc- 
tant to use computers for the same 
reasons that they can be reluctant to 
implement any other innovation. They 
muy prefer to retain their tried and 
tested leaching methods, or they may 
not feel (hat they understand the 
implications of the innovation. They 
may reel that they are being forced into 
making changes against their will, or 
tlial they are not provided with ad- 
equate support. They may want to try 
out the new approach, but find that 
they arc too lied up with everyday 


is Hungarian? “Thc puppy swims in 
the boat pond” becomes “The puppies 
swimmed in the boating pond” by such 
means: a good stimulus tor investigat- 
ing the irregularities of thc English 
language, perhaps, but not a reliable 
means of document production. 

As it becomes more familiar with 
your habits and favourite phrases. 
Mind Reader's performance '‘im- 

proves” - though vou may not regard 
the effortless keying of cliches as an 
Improvement. Continuous prompting 
and spell-checking could be a boon to 

S children mid poor tvplsts, 

. MindReatler is distributed as 
shareware (Sec On line. Sept 11) by 
Brown Bag Software UK, (P&R 25 
Cannon St, London EC4IMHN) which 
means that you can try it free, Imt 
roistered users pay a very reasonable 

HBE MATSON, one or the more talented 
Bflware designers n round, Ims pro- 
m«fl a speelul single- and dnublc- 
wflefa version or the splendid Bln 
Cjkalator. This udds (o the flexibility 
oT (lie original version, which allows 
Wrinput from touchscreen, joystick, 
ligpen, mouse and Concept bonrd In 
wfflkn to the keyboard. Now children 
w aflaits with very severe physical 
Mad/fips can - us long us they van 
", RW '* ch - do calculations In 
z to It), und design and use 
"^nlwd calculator layouts. 

file software whs extended in re- 
W(o requests from special schools, 
Ifrw! h M?** from Ute ACK Centre 
JH” 1 * Schools which bought llic 

E.J Pi, Hc . kn *E nn upgrade by re- 
Ss lheir dlsc only to 4Mution, 
un fl ea Uo, Barnstaple KX32 9AQ. 

JgUHl WMTiMn with Computers 


Education, Cilns- 
g»061 4QA on Saturday November 

£‘liK rn L lun , cmls "ily Dtl mid 

rf.j^^l^ttcfi'eshmcijtsanil ndjsc 
OrS W W, flwarc fl,r HOC Micro. 
tfiS! ® D .‘ ,yd ,IO P cs *« iHunch 
uniKMe a ^°5 lflt, nn to promote and 
SK SS 1 ? 1 tca £hing with compii- 
,h f day- Contact him at St 
JSW.™ W1-W3 1424) for de- 
9 1 re ® strfl tions dose on November 

M3riahSI5 g f ainrnc °H® rs u range of 
ip fn,m heginners 

^iOfltf nrt Mike - Thr,, : n « on s newsroom 
edStmrf i n which participants 
^«me™?.t- cscn r‘ their bulletin to 
on the w ?« is included 

touraL'SS*®? dire. The prize for 
who fs SS-C 10 Roscl,a McLeod. 

a session with the 


Who uses micros? 

Jackie Griffin investigates their take-up across the curriculum 

rSRCRnnlrl i« ..... 


problems to find (he time and energy. 
Or it may be that some teachers' 
reluctance is related to thc nature oF 

3 XT - a sorl of 

thl n to find oul ,he reasons for 
!i« ‘5 a i hy - accepIancc of computers, I 
decided to investigate a number of the 

r^i C d : ! c L a % rs who had taken 

t ers I in tK Sf had b f Cn usin E Mmpu- 
6 r !« sons for som e time; It 
seemed possible that there would be 
^rtindar patterns in their attitudes 
y°- r f that rai e ht kelp to 

reluct'anucac'hcr^ 

The investigation took thc form of a 
questionnaire distributed to secondary 
school teachers who had purchased 
particular educational software pack- 
maths * chemistry and history 
about three years ago. It asked how the 
had been used in the school, 
what teachers thought of it and why 
they had bought it. It also collected 
answers which gave some indication of 
the teachers attitudes towards the use 
of computer, and of what they saw as 
their schools’ attitudes. 

The findings can be summarized into 
three areas, concerning the software 
packages, the teachers and their 
schools. Some of the Issues from the 
three areas were correlated to see if 
there were any significant rela- 
tionships between them. 

A rather uncomplicated picture 
emerged of the way teachers use and 
select software packages. Generally 
the packages were rated as being 
above average. Where particular , 
aspects of them were rated separately | 
(teachers notes, students' materials, | 


program, case of use), the teachers 
t ended to rate each aspect very similar- 
ly. This could be because all the parts 
really were equally good, but it could 
also be that the teachers were respond- 
ing to an overall impression of thc 
package. As might have been ex- 
pected, teachers used higher-rated 
Packages more often, and produced 
additional teaching materials to 
accompany them. 

The most common reasons for 
buying software packages were to 
|™ , ' va ! c * he students, to try a new 
method of teaching, or simply a desire 
to use computers. About a third of the 
teachers reported that they had even 
changed the content of their courses in 
order to use the package. Teachers 
generally found out about software 
from publishers' mailshots and adver- 
tisements in magazines, rather than 
from more Impartial sources. 

.. . e teachers were very positive in 
their attitudes to computers and no 
difference was found between the 
attitudes of those from different types 
and sizes of school, for example single- 
sex and mixed schools and scnools with 
or without sixth forms. However, 
teachers from independent and selec- 
tive schools were found to have signifi- 
cantly less positive attitudes towards 
computers than their colleagues in 
comprehensive schools. Generally 
[he teachers perceived their schools to 
be supportive towards the use of 
computers. 

No differences in attitude were 
found between teachers with respect to 
their sex or subject specialism or 
status. However, most of the respon- 
dents were heads of departments and 


4S Magazine 
4SLajrhNewM3j3Zh0| 

esSST 



the vast majority were male, which no 
doubt reflects the male dominance in 
maths and science and in positions of 
responsibility. 

About a third of the teachers had 
attended Jess than 10 hours of in- 
service training in the use of computers 
in education. Those who had attended 
more than 20 hours were found to be 
more positive than their colleagues 
who had attended less. Many oflhe 
teachers also taught computer studies 
and they were more positive towards 
the use of computers than the rest. 

. Interestingly, the number of lessons 

m computer-studies in schools made no 
difference to the number of times or 
ways that the packages were used. This 
counters the argument that computer 
studies can be a barrier to the use of 
computers across the curriculum. In 
fact, it appeared that the computer 
studies teacher was often the school's 
focus for it. 

The most notable factor in en- 
couraging the use of computers across 
ttie curriculum is the availability of 
appropriate support for teachers, both 
within their schools and in the form of 
in-serylcp training. In-scrvicc (raining 
would also help to develop teachers*’ 
perceptions of computer assisted 
learning From the rather naive view 
discovered here. However, it is evi- 
dent from this small-scale investigation 
that there is no clear, single factor 
which can be guaranteed to increase 
the use of computers across the cum'c- 
ulum but many inte rrelated elements. 

Jackie Griffin is inspector for informa- 
tion technology and business studies in 
Croydon. 


Hammy 







NewS PA per 

For the RM Nimbus - Network or 
standalone. 

Two 3.5" discs and two manuals £75 
(standalone) £199 (Network) + VAT 
Software Production Associates, PO 
Box 59, Leamington Spa CV31 3QA. 

Let me say at the outset that I like 
NewSPAper and cannot remember 
when I last enjuyed using a program 
for review with children so much. This 
latest SPA release is aimed at a wide 
area of the curriculum and can be used 
with children of any primary age and 
upward and in almost any activity - in 
and out of school. 

NewSPAper is a complete package 
that will allow you to design (he layout 
and complete tne content of an M site 
page containing both graphics and text 
and then print it out. The excellent 


Read aN about it 

Mark Sealey has the latest scoop 


space that an article or picture will 
need. There is control over borders 
and colour - for those lucky enough to 
have an Integrex primer. There are 
plans to move further forward by 
supplying a printer driver for Post- 
script Laser printers ... and backward 
by producing a version of NewSPAper 
for the 4S0ZI 

Operations are mouse driven. 
Although it Is possible to use the , 


operation of this suite in to the simpli- 
fied processes of newspaper and maga- 
zine production. The 10 and 1 1 -year- 
olds whom I helped to publish a class 
magazine with NewSPAper increased 
their understanding of page make-up 
and appeal in a most appropriately. 

There arei four main departments 
Concerned yrith the layout and design, 
text-editing, il lustration and finally 
n review and minting of each page. The 


mouse. There are few icons as such but 
the task of deleting, say, Is made easy 
by physically dragging Items and/or 
pages into a “to be deleted” box, You 
are almost always asked for confirma- 
tion before these (and . most . other 
changes) are effected. There 1$ suffi- 
cient variety of command? at each 
stage to mean that you carl bp as . 
ambitious or as cautious ?s you want. 

Needless' to! say, you can 1 almost 


children. It Is, however, a pity that . 
changing the font in. the word-proces- * 
sor, the ‘'Reporter's Desk", :docm t v 

1 

V;» j:p?r-v mJ-'V'J) bill Mpo.ii.yH-.' j j>n-v S 
' -J ft- 'I. 1 "i'l J V*'v : 'i ’ i . i,";i (mii/sA, m li 1 


Trying different styles can thus be a 
little laborious. It is a good Idea to 
prepare and print out a sample page, 
so that children can choose fonts from 
it. There is also a utility for designing 
your own fonts. 

Graphics are provided by an 1m- 

5 roved version of PalntSPA (another 
PA production) and the word proces- 
sor Is substantially WYSIWYG 
although text can be inserted by manu- 
ally positioning the cursor if you are 
using the mouse: a little odd. f also 
found it slightly off-putting that, since 
text Is divided into an (optional) 
headline and body, both cannot 
appear on screen simultaneously while 
editing. 1 

Indeed, use of this suite is more to 
do with the skills of planning, placing 
■and overall appearance than compos- 
ing .any one .piece of writing or 
graphics, 

. .How does it measure up7 The length 
of- time taken to return to the main 
menu or move fciween' “depart- 
ments-; probably has more to do With 1 
MS pOS t hart NewSPAper, Itself, but 
many children wfli’beoomr frustrated ' 
with long. waits, however painless: to • 
control, while moving backwards and 
forward to, effect ..srriill detailed 




93 years young 


Above, left samples of NewSPApert 
capabilities. Far left class production 


changes. Inevitably there will be a 
^ncy not to bother after a time. 

This would be a shame as there is 
SC0 P e fiw some very sophisticated 
work. Pdf example, the space between 
j™ ofjext can be altered, and split 
imo different numbers of columns. 
This alone will greatly encourage de- 
velopment of children’s sense of pre- 
sentation- Moreover there are some 
little touches that mirror true page 
layout in “real" magazines, such as 
facing tight justification. 

The usual printers are supported 
and with NewSPAper come examples 
of artwork on a library disc and the 
facility to customize your version, for 
example to look for these files on the B 
drive: more welcome versatility. . 

Some examples of its man 


communications in an 


with hel 


Nl 

ttell wo 








THE TIMES EDUCA TIONAL SUPPLEM ENT 23,10.8?' 




. ;-'h£^ v 


From Moog to Midi 

Another series of ‘Rockschool’ has begun. Nick Baker plays along 


CONTINUING EDUCATION 
Rockschool 

BBC2 Tuesdays 7.J5prn 


The first scries of Rockschool, BBC2’s 
programme of practical information 
and advice for aspiring rock musicians, 
was a smash hit. After its 1983 dtfbut ii 
was repeated four times here and 
screened in the US, Canada, Austra- 
lia, Denmark and Holland, where it 
topped the chart of English language 
non-drama programmes. 

But four years is n long time in the 
rock music world, and the new series is 
much more concerned with technolo- 
gy. and how to put it to good use. 
concentrating un keyboard instru- 
ments, which have now become much 
more like computers ami much less 
like pianos and organs. The greatest 
change has been from analog to digital 
technology, and the standardization or 
MIDI - musical instrument digital 
interface. It has become the lingua 
franca of keyboards, allowing them to 
link together and "play each other". 

Tills week the first programme gnvc 
us an entertaining pocket history of 
electro-rock, taking us from Moog, via 
Me llo iron, to Midi and recalling the 
time when “serious" rock bands' stacks 
of keyboards were comparable to the 
height of the players' platform shoes. 
Midi has simplified (he hardware and 
advanced the technology. Now the talk 
is of sampling, sequencing nnd sound 
envelopes, and the skill of the players 
is more exercised in pre-programming , 
instruments than in playing mem live. 

So whither virtuosity? "Program- 






. mnninov any more, but you do have Co 
; understand the technology.! 1 
\ * And while the series goes into grfeat 


technical detail about how to achieve 
complex sounds at the touch of a (very 
expensive) button or two, there is 
plenty of virtuosity on show from the 
hands of the four tutor/musicians, as 
they demonstrate the physical and 
“emotional" skills of playing an in- 
strumental solo. There’s a slight prob- 
lem in the style of the programme 
when the players stop talking to 
camera and start to emote through 
their instruments. It's a difficult switch 
to make "cold", but the music, all 
originally written to illustrate the va- 
rious skills covered, more than com- 
pensates for the Tomorrow’s World 
style of delivery. 

, TVlechnology helps here, too, with 
lotap E. Quantclc^t in^^ljiyTeerifaiR. 


The Rockschool Band 

and mixing. It looks very flashy and 
high tech, but the prime purpose is to 
cram as much into the 25-minute 
programmes as possible. Squeezed in 
between the teaching and the music 
there’s an impressive line-up of top 
players, demonstrating their skills and 
talking about their work. Names in- 
clude Omar Hakim, Herbie Hancock, 
Midge lire, Jan Hammer and Jimmy 
Somerville. 

The programmes aren’t conceived 
to be used as tutors, with players 
emulating exercises as they stop and 
start their way through a video record- 
ing. Chris Lent likens them more to 
seminars", looking at how a four- 
piece band works together rather than 
Ii fjKHK- ■■■ IPgtmmeiUs . grg individually • 


| approached. 

If the first series is anything to go by 
this one will also be followed closely by 
nan-playing music fans, intent on find- 
ing out how U2 get that distinctive 
guitar sound and which are the 
keyboard brand names favoured by 
the stars. 1 

But isn’t the price of the new 
generation hardware a disincentive to 
young players? While the programme 
doesn t pretend to be a consumer 
guide, Chris Lent is convinced by his 
own experience as a former profes- 
sional musician that the really discern- 
ing amateur will go to great lengths 
(including near starvation) to get his or 
: nor Jjtjnd&oh the right gear. 


Foreign 

news 


CONTINUING EDUCATION 
TNdJournal 

BBC2 Mondays 11. 20pm, repented 
Sundays 1 0.55am. 


A new look T^h* journal has begun. It is 
no longer possible to re-transmit the 
evening's news as broadcast in various 
European countries. Perhaps the im- 
mediacy will be lost, but the change 
mny prove to be no bad thing. 

Starting with eight programmes 
from France, TM journal wall, from 
now on, present a review of the most 
interesting and important news items 
occurring in the previous week, back- 
ed up by a few ‘‘timeless" items. The 
big bonus here is that producer Ber- 
nard Adams and his team will have far 
more choice in what goes into the 
programmes. They will be able to 
select excerpts which meet the three 
criteria of providing stimulating lan- 
guage learning material, increasing 
interest in and knowledge of the 
various countries and showing how 
those countries view world events. 

It looks like the re- vamped series is 
going to be even more useful and 
relevant than in t I k past with a nice 
balance of themes. Tne interviews in 
fractured English have disappeared 
nnd overall much more material is 
presented in French. An interesting l 
and useful feature is that the Monday 
version will have sub-titles - captions 
for key phrases in (he news items and 
gist sub-tilling for the “timeless" ex- 
cerpts - but tne Sunday repeats may 
later in the series be run without, in 1 
response to those teachers who felt 
that superimposition of the written 
word was an Intrusion. 

Brian Hill 


Expe/ueHce, 



IKBE1 





STARTING JANUARY^ 

A new technology series on BBC2 

Bui|d a bridge with Brunei. Then build a boat, lift a heavy weight 

; devise a controlled lift and fall, dig a tunnel. ' ’ 

K|ot on the same scale as Brunei's astonishing engineering exploits, .but using the Briinel 
experience- the same problem-solving methodology,- thatcreated the Clifton Suspension 
B ™g«. tne SS Great Britain, the Great Westem Rallvvay, the Box.tuhnel. 

. compare early 19th century tunnelling techniques with end-2(>th century 

">• ’ Channel Tunnel methods. ■, U 


™ C E *P cHcnc e - a new technology series from BBC School TV for mixed 

ability 14-16 year olds. Five week ly programmes, BBC2, Tuesday 10.38-10.58 repeated 
I hursday same time, starting 26 January. 


Motivation 

CPVE-watcher Richard Evans on a new series 


SCHOOL TELEVISION 
CPVE: Skills for Living 
ITV Schools/Yorkshirc Television 
Channel 4 Wednesdays 10.26am. 

The Certificate of Pre-Vocational 
Education is now firmly part of the 
lo-plus school and college curriculum. 
■The potentially radical nature of the 
CPVE Is plain, given that its aim is to 
equip young people with skills and 
competencies through negotiated acti- 
vities rather than through formally 
prescribed classroom tasks. There is 
Uttle doubt that successful CPVE stu- 
dents are eminently employable and 
are able to progress on to other 
courses, whether they be vocational, 
such as BTEC, or on the more tradi- 
tional academic route into higher 
education. 

There seems, however, to be wide- 
spread confusion among employers as 
to precisely what the CPVE is trying to 
da. This may be partly due to its 
pre-vocationaJ nature; although not 
strictly work-orientated, it introduces 
vocational areas. 

.Yorkshire Television has produced 
10 programmes which may go some 
way to dispelling doubts about the 

P+sSSJZSSBiJEK 

to specifically targeted audiences as 
part of student activities, as part of 
staff training, bras an Introduction for 
parents and employers. 

As with many educational pro- 
grammes, one is led to wonder why the 
.students shown appear to be better 
HggEfefc bave j nf toke facilities 
3 ,e ' t0 J he " 1 a , nd not to have the 
typical problems of missing classes or 
producing shoddy work, I £ think that 




VE team and resource basefoMhe 


context for life skills. The students 
come from a vnriety of educational 
backgrounds and show nn obvious 
enthusiasm for the course. It would 
have been interesting to know why 
they chose the CPVE nnd whether any 
dropped out. 

The organization of the CPVE is 
explained with a brief introduction to 
the different modules - introductory, 
exploratory and preparatory. The 
programmes establish that the course 
is concerned with an approach to work 
rather than with setting out what 
should be taught. A successful out- 
come really does depend on enough 
time being allowed for tutors and 
students to discuss assignments and 
assess the work achievea. 

An interesting section in one of tne 
early programmes shows a _ group 
meeting their moderator. He is chal- 
lenging them to criticise their own 
work, which was already of a high 
standard, to demonstrate the proce- 
dures they had adopted to research, 
compile and produce a guidebook for 
tourists in their locality. A range of 
skills were being assessed, from the 
obvious communications and numer- 
acy skills, to handling the practicalities 
of working as a group, finding ,out 
information, and persuading organiza- 
tions to supply illustrated material. 

The series contains useful material 
for general life skills such as interview 
techniques, telephone skills and per- 


EDUCATION 


More information and order 
form for teachers' notes from BBC 
Education (BE) London W5 2 PA 
Tel: 01 991 8031 (24 hours) 


BCDC3E2 


,87 






£ shortage: the QU contribution 40 

r toSwSJ^ftothaiancBil science 41 

M Fuluresc&^a 42 

K CUSP: lbs wme irom? 43 

1 Using microelectronics craallv&\r>%vn». 44 

e project ** 

Primary science: time worn mistakes 45 
& Science far aft, oulward signs uf success 48 

J Book reviews 40.42,43,48 : 



|lr 

liSCIIP 

. > 

m- 




uouoie award criteria 



Many roads to heaven 


T he first proposals for a GCSE 
co-ordinated science course 
which is designed from scratch 
to meet the mitionnl criteria 
pstkHncs for The Sciences: Double 
Attrdarc about to be published by 
Utt Nuffield 'foundation Curriculum 
Trial. 

Draft proposals were being eonsi- 
jpdby Hie Secondary 1 ixium nut kins 
tonjtcil us The TliS Science Extra 
S 1 ? Press, mid, if accepted . they 
take their piucu alongside some 
already wcli-csliihlishci! syllabuses 
*wmes W 1111(1 Suitor science 

D^the push Tor ii niiiiiinal cnrricu- 
™ with 2(1 per cent science for nil In 
r«ts four and five, nnd the uvniluhility 
« ooublc award criteria n> fit the hill. 
* foment for co-ordinated (mid 
wen Integra ted) science for nil up to 16 
to oe won. 

argument over the best 
Ppro3ch to syllabus design, however, 
« ifi 9 ?. 0 !?* Ba rely was the ink dry 
sLlfe Nuffield draft plans before 
fL®Pj« Wc re airing their views. The 

errvSif^r were no, « “ one m >ght 
jJS; t om # *he doyens of single 

lhe loW, ) f for c °- 

iooS«5 n ^ .°“ l w hy, it is first worth 
SS.hMft at the Nuffield draft 
describe a course 
Uiliil?° 10 561 ,llc content, ideas, 
-iwp* an(i applications of 
toxtMtll ^ broadest possible con- 
f0 m , ake both teacher and 
BnS- tinuoiJS, y awarc o{ the inter- 
on, y between the 
phJL re 5 0f ! scicncc ’ while allowing 
biology to re- 

t« srilen but also wtween 
y and society. 


IAN NASH 

ill list rule the wide variety of chemicals 
available from plants.” Immediately, 
it can be seen to Ik of primary interest 
to both the chemistry ana biology 
tcnchcr nnd, with a co-ordinated 
approach, the prime aim of eliminating 
unnecessary duplication, with which 
the single subject approach is bur- 
dened, can be appreciated. 

This is nccompnnicd by two columns 
of data: one lists "knowledge nnd 
umlcrsiatidiug” which will be tested In 
exmn million papers, and the second 
describes "processes and problem- 
solving activities” uppropriHiu to the 
context and pointing out the opportu- 
nities for co-ordinntion. 

Throughout, “it Is not the intention 
of Nuffield Co-ordinated Sciences to 
rewrite the now well-established aims 
of a balanced science course,” say the 
proposals. “Rather, it has been the 


Intention to develop a strategy by 
which these aims can be achieved. 
But there are many roads to heaven, 
often with diverging paths. In the 
Salter science scheme, tney tore down 
the entire structure and then rebuilt it, 
discarding redundant materials that 
did not fit in with the new architecture 
of a modern syllabus. The building 
bricks were not classifications but 
issues such as heating, clothing and 
food, setting the science immediately 
In a social context. 

Suffolk education authority took the 
democratic road and asked every sci- 
ence teacher in the l.e.a. what they 
thought essential and then built a 
“consensus” model. Mr Leslie Smith, 
Suffolk science adviser, Insisted that 


picked on a more fundamental point 
that challenges not only the Nuffield 
approach but Salter and Suffolk too. 
"The Double Award relates to ex- 
aminations. not to the syllabus. And 
the DES, for all it talks of double 
nward science (two-thirds encli of 
physics, chemistry and biology) does 
not mention it in the document. 

“Tliero is nlso n worrying assump- 
tion Hint physics, chemistry and biolo- 
gy serve adequately for ail sciences, 
which include n diversity of disciplines 
from astronomy to the cnrtli sciences. 
On this the DES docs not sit on the 
fence, it pretends Mint the fence is not 
there." 

Having said that, ho points out (hat 
"many physicists welcome the co- i 
ordinnted approach, ns 1 think I do, it 
is scandnlous that biologists know 
nothing about physics and vice versa” 

Unfortunately, lie added, some sci- 
ence advisers have gone overboard in 
accepting the co-ordinated approach 
because U makes their job easier. “If 


highlights the fact that beyond that 
amount of time, an unhealthy imba- 
lance in time spent on sciences and arts 
occurs. With the traditional physics, 
chemistry and biology taking 33 per 
cent of the timetable, there is either a 
glut of science at the expense of arts, 
languages and humanities, or one or 
more sciences is dropped at 14 with the 
consequent sex stereotyping of physics 
for boys and biology for girls. 


On a broader point, Mr Kirkham 
added: 'Like it or not there is an 
imbalance in the old single subject 
curriculum. Physics, more than any 
other discipline is a criterion for furth- 
er and higher education. We have now 
convinced the profession that balanced 
science is acceptable. 

“Because the emphasis is less on 

continued 



because U makes their job easier. “If 
you have a surplus of biologists, you no 
longer need to look for physicists. 
They solve social and economic prob- 


lems while pretending it is an educa- 
tional Issue,” he saidT 
Whether the question Is one of 
autonomy of the specialist, syllabus 
design or teacher shortages, Mr Jeff 
Kirknam, director of the Secondary 
Science Curriculum Review, believes 
the worriers are prone to over-react. 
His scenario Is that The Sciences: 
Double Award (or something like it) 
will come to the fore and Nuffield 
Co-ordinated Science, for example, 
wilt be taught initially by the specialists 
who will be attracted to other disci- 
plines and end up teaching them. 
Physics, chemistry and biology 


GCSE STEPS IN PHYSICS 

John Byron . 

I An ideal basic text for a wide abilFty range working towards QOS E 
examinations, 

I Two-page units help to aid understanding of the bask: principles of 
physics. 

I Ten new units on energy resources and electronics, 

I Emphasis on the applications arid social effects of physics. 

I Concise summary to aid revision. 

I Many worked examples and exam questions. 

208 pages MM14261-0 £4.50 

CHEMISTRY MADE CLEAR 
GCSE EDITION 

R. Gallagher and P. Ingham 

I A simpjy-written and carefully-illustrated text presented In 2-page 
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I Concepts are explained simply and clearly, and presented in logical 
sequence. 

►The social, economic, environmental and technological aspects of ' 
chemistry appear Ihroughout the book. - ■ 

► Fully Illustrated with photos and drawings to highlight real-life 
applications of chemistry. _ — 

208 pages 0-19-914267-X, £3.85 


















THE TIMES EDUCATIONAL SUPPLEMENT 23.10.IW 


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Some recent additions with GCSE in mtnd. 

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LK71 CLASS POOL KIT Provides a pool oi additional components 
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LK72 LOGIC GATES KIT. Designed to supplement the introduction to 
Logic In LK71 this kit can, however, with some additional components, be 
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LK90 COMPUTER CONTROL KIT An In-depth study of the principles of 
digital controls using the BBC 'B' micro 
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LK75 ELECTRONIC SYSTEMS KfT. 


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Physics teacher shortage: an Open University contribution 



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T win imperatives muy he said to 
have launched the Open Uni- 
versity’s new Physics jor Scien- 
ce Teachers project , which will 
produce for next summer a multi- 
media package of materials designed 
for the support of science teachers up 
to GCSE level. These are the current 
shortage of well-qualified physics 
teachers to take GCSE courses - seen 
borh in absolute terms, and in the 
context of the large numbers of 
teachers taking physics classes who are 
not themselves physics specialists - 
and the expectations now laid on 
science teachers to prepare themselves 
for teaching across a wide range of 
science, in pursuance of the goal of 
broad and balanced science for all. 
With financial support from the 
| DES and British Petroleum, the Open 
University has established a course 
team of its own experts on physics and 
distance-learning, working with prac- 
tising science teachers, advisers, and 
consultants from the wider world of 
science education. The aim is to pro- 
duce a package of learning materials 
which will help to provide the neces- 
sary in-service support for hard-press- 
ed science teachers, by increasing their 
confidence and proficiency to teach 
physics either in single subject or 
aouble certificate options. Suitable for 
teachers of chemistry and biology now 
moving into physics, the package is 
fully supportive of the teaching of 
balanced science, focusing on the phy- 
sics-orientated components of the 
modern balanced science curriculum. 

In setting about its task, the OU 
tcapi was well aware of the many- 
faceted nature of the response to the 
DES consultative document of 1986, 
Action on Teacher Supply iii Mathema- 
tics, Physics and Technology , which is 
producing other laudable' initiatives 
such as those proposing one-year full- 
time courses of further training for 
science teachers. However, the OU 
initiative is complementary to those 
offered by other institutions of higher 
education, with a unique mix of fea- 
tures likely to interest the other institii- ' 
(ions, as well as teachers and l.e.a. 
advisers. 

Combined distance and face-to-face 
teaching 

The Open University is an estab- 
lished leader in the provision of dis- 
tance learning courses and packages, 
well-known as such to the many 
teachers who have already topped up 
their professional qualifications with 
an OU degree, diploma or single 
course of study. At its core the Physics 
for Science Teachers package will be a 
self-contained distance learning course 


Support package 





JOIN THE 


■'■■ft,-* 


H “dlM * ,yow charm to faefcfe any cofantMo, • 

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m major eponeon lor the scheme. ' : , 

- or*<me of a team. 

Awards faff Into three cateodHear* Bronze. Stiver m nH 


How do you get die chance to tackle ahdebm 
scientific and technological problems? To apel \ 


real work 1 ol work, what you’ve learnt In the cfapsrpom, 
using your Imagination and Ingenuity?. The answer. Inin 
word, la CREST 

The letters stand for awards for Creativity In $a fence 
end ndhncfogy CREST la a nationwide scheme 








JEFF THOMAS 
KATHARINE PINDAR 


based on physics content material 
drawn from existing OU science and 
technology courses, although greatly 
enhanced to cover the teaching needs - 
for social and technological applica- 
tions, and for process as well as content 
- of practising teachers. Two of the six 
blacks of the package, moreover, will 
be specially written to cover contem- 
porary issues of science teaching in 
relation to the everyday needs, prac- 
tices and problems of classroom 
leuching, find to look at the place of 
physics within the modern science 
curriculum. 

While it will be possible for indi- 
vidual teachers to purchase and study 
the package as just described, to be 
fully effective the materials should be 
studied in the context of local support 
and provision. The OU team strongly 
recommends to purchasers that group 
study days should be arranged to give 
teachers the practical experience in the 
handling of equipment which (hey 
need, and the chance to discuss prob- 
lems and classroom applications with 
colleagues and with an experienced 
tutor. The university is, in fact, aiming 
to provide its materials as one compo- 
nent in a blend of face-to-face and 
distance in-service training, with the 
partner being in many cases the l.e.a.s, 
at other times colleges who will em- 
body the package in their own in- 
servtce training programmes, and in 
some cases consortia of schools. 


Through this partnership, already de- 
veloping with many l.e.a.s in England, 
a valuable face-to-raee dimension may 
be added to the distance learning 
package. • . 

School-focused, locally based 

A further vitally important focus 
should be supplied by tne developing 
partnership: the opportunity for 
teachers to study the package for part 
of the time in school surroundings, 
with access to the laboratories where 
teaching actually takes place. The 
recommendation of the university 
team is that l.e.a.s should where 
possible arrange release of teachers for 
naif a day a week to study the package, 
and one full day of group study per 
block is also urged. The package is 
expected to take, as a whole, up to 300 
hours of study including the time 
required for group sessions, and it is 
suggested that it could be studied over 
a school year, taking up to 10 hours a 
week including the half-day release 
recommended, although a longer 


Many roads to 

heaven continued 

content and more on context and 
process, as well as trying to promote 
knowledge and understanding of sci- 
ence, it is less crucial to teach physics 
as physics,” he said, fully aware that 
many would say this takes education 
down the path. of financial expedience 
that. Mr Ebison gave warning of. 

It was always an issue that needed 
vigilant attention, he agreed, but those 
. who played that card often did so with 


sleight of hand. “The shortage prob- 
lem exists whether or not we move to 
balanced science.” In the near future, 


study of balanced science will alleviate 
the problem," he said. 

And for all the talk of one approach 
being preferable to another, the 
schemes are. producina results which fit 

the double award scheme with only 
minor adjustment. Mr Smith said that 
the Suffolk syllabus "almost matches” 
it, apart from a few! minor points. 

He would like to see the criteria 
adjusted to encompass’ the needs of 
Suffolk but he admitted:. “If we don’t 
get.our way on the double award then 
we will adapt our syllabus. It would be 
a matter of small changes and we are 
flexible enough.” ( •. 

The Sciences; Double Awari may 

i ” ot . b L e perfect model for everyone 
. put. thev do seem to have concentrated 
the minds of science educators who are 
cut out upneces- 


study time would also be feasible. No 
extended period of release would be 
needed, and travel only to such lucal 
centres - whether another school, a 
teachers' centre or a college - as might 
be convenient for group sessions. The 
OU will be involved in the briefing of 
locally-based tutors, who may be ex- 
perienced heads of science or college 
lecturers, depending on local availa- 
bility. 

In keeping with this local focus, it is 
envisaged that certification for the 
package will be arranged locally in the 
first instance, whether by the l.e.a. or 
college acting for ft. The package is not 
an award-bearing Open University 
course, but a set of resource materials 
offered to local authorities, colleges 
and schools, to develop and enhance as 
local needs require. 

Up-to-date teaching 

Study of teachers' perceived needs 
for physics in-service training, such as 
that conducted earlier this year by Dr 
Robin Millar of York University, has 
shown that topic areas where nan- 
physicists find or expect to find major 
teaching difficulties include those of 
electric circuits, electronics and elec- 
tromagnetism. The OU package will 
cover these and other major areas of 
physics required by the GCSE sylla- 
buses with the aim of giving teachers 
both familiarity with and confidence in 
teaching the topics, including confi- 
dence m using electronic and other 
modern equipment. Moreover, as the 
six blocks of tne package will be largely 
self-standing, teachers will have the 
option of concentrating on those areas 
of content where they have greatest 
difficulty or inexperience. The format 
of the package will allow flexible use of 
the blocks, following Us phased pre- 
sentation in the summer of 1988. 

To sum up, therefore, the Physics 
for Science Teachers package will offer 
<thc individual science teacher the 
opportunity to acquire further know- 
ledge of physics and how to teach it, at 
his or her own pace, through a com- 
bination of home-based and school- 
based study, and with hands-on experi- 
ence acquired at a local centre. The 
upheaval. of extended release or re- 
moval from the classroom will be 
avoided, yet expert assistance and the 
advice of colleagues should be built in. 
With the help orits partners, the l.e.a.s 
and others, the Open University will 
provide a package which addresses an 
immediate national need in a unique 
and attractive way. 

Jeff Thomas is Leader of the Physics for 
Science Teachers Project and Katharine 
Pindar is Information Officer 


Thematic 


The Usbome Illustrated Dictionary of 
Chemistry. By J Werthelm, C Oxlade 
& J Waterhouse, „ „ 

Usborne £3.95, £5.95. 0 86020 822 2., 


Eye-catching, with its numerous illus- 
trations, concise text and colours so 
bright it was with some relief that I 
reached the short black and white : 
section at the end, this dictionary will 
easily engage the students’ attention. 

. The denmtions, accessed alphabeti- 
cally via the index, in the main text are 
grouped irito themes, each of one or. 
two pages, so the definitions are put 
into context and given more meaning. 
This works wen for the physical 
chemistry themes, which occupy 
nearly half the book, except on the few 
occasions when the content seems 
Compressed. The inoreanic section , 




gives oner summat „ . 

the Periodic Table. There follows a 
good organic chemislry section, a 
token five-page reference to environ- 
mental chemistry, and a final general 
section. This organization of contents 
is i suited to , the more traditional 
chemistry syllabus, . 

The definitions given are sufficiently 
clear and accurate for students up to 
GCSE level. The writers suggest that 
the dictionary can also be used as a 
revision aid, but there Is insufficient 
detail for the fogh flyers, and for the 
average student : the reading level 
seems high. i,, _ ftf-Hnra 


jpg TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


41 







J Send for your Inspection copies now i 


' ; ✓V/'" .:*/• - /• v V'tu 

l • , . . ■ \ '\l 1 Irt'.frtfw. 

! 'j i 'i !'* : r : ’ " ’"""Y : ’■ V'-T; ' 

)*h>- 




Coping will be mandatory - the national curriculum will make it so 


I n the world of science education 
the combi nation of events over the 
last two years and the issues now 
looming on the horizon only serve 
lo emphasize fas if teachers needed 
reminding of it) that we arc purl and 
parcel of a period of major nud 
continuing change. And the pace is 
unlikely to slacken, luuclicrs mid 
schools will have to cope not only with 
the introduction of the new curriculum 
but also with the process of change 

^Coping will be mandatory — the 
national curriculum will make it so. 
However, all is certainly not doom and 

J loom. Teachers want to do n great 
ealmDre than just "cope" and there is 
much to be optimistic about. The 
development phase of the Secondary 
Science Curriculum Review (SSCR) 
revealed some outstandingly good 
practice in schools and highlighted the 
professional dedication of many sci- 
ence teachers. 

Another promising sign is that in- 
creasingly teachers are expressing 
(some m public) a concern that their 
present level of expertise, while nink- 
mg a positive contribution to the 
changing framework of curriculum 
provision, may be inadequate to deal 
with all the different demands which 
will be made on them in the coming 
few years. This examination nr the 
science teaching conscience empha- 
sises the crucial importance or in- 
stivlce education uiul training (IN- 
SET). It must be .sensitive to teachers' 
liars and encourage the shuting of 
$»d practice. In addition, it must 
assist practitioners to consider, to 
lean and to gain in confidence, und so 
enable them to deliver the kind of 
curriculum lo which young people urc 
eolitied. The need for appropriate 
fflSET is recognised hy the DES in 
Science 5-16; A statement of policy nml 
arrant DES Press Release (247/87). 
Tw, Secondary Science Curriculum 
Mww, ton, has made it an integral 
I inconsistent part of its proposals for 
wtoywng balanced science for nil in 
™ 11-16 age range. 


INSET: a priority for 
balanced science 


. 1 cuclicrs will recall with mixed fcel- 
r- the run jor focus on INSET for 
C'CSh. Can things he different? Can 
they no better? 'I u answer these ques- 
tions we need to examine what is 
canceled and what is on offer. 

In terms of expectations it is clear 
(hut secondary schools of nil shades, at 
least in the maintained sector, will he 
expected to move lowurds broad, 
balanced science in one form or 
in The National Curriculum 
5-/n: a consultation document (para- 
graph 77) the Secretary of State indi- 
cates that the new National Curricu- 
lum Committee (when it begins opera- 
tion) should “capitalise on the achieve- 
ments and work of the School Curricu- 
lum Development Committee.” The 
SSCR is identified ns one of these 
achievements. 

Possibly for the first time in their 
careers, tenclicrs have been asked, 
under the terms of the DES Circular 
6/K6, for their views on the type of 
INSET they consider would be most 
useful in their work. The process of 
consultation, while it has much to 
recommend it, has not been entirely 
successful; not least because of the 
timing und distribution mechanism for 
such circulars - and many seem to hnve 
been caught oil the hop. Will the 
implement u lion of the 1988/89 propos- 
als be different in their effects on 
teachers? Is it likely that as a result of 
ninny schools not grasping the oppor- 
tunity during 1987/88, the authorities 
muy change their modus operandi‘1 
The reasons why schools may have 
been slow to act are not difficult to 
identify. One crucial factor is time: 
time to cviijtmtc current provision; 
time to identify me. is of concern, lime 


JOSEPH HORNSBY . 

to plan and organise 1 NSET appropri- 
ate forindividuals and thedeparlm^ 

Tune is something in short supply i n 
the teaching world. If you enjoy (sic) 

nnn-mniaff ii m . t- i ' i... ' 


non-contact 


primary 


teachers rarely do) it has to be shared 
out to cover all the other demands of a 
busy teaching programme. 

The net result could be that deci- 
sions on the INSET priorities for 
schools are made without adequate 
consultation. Is there a way around 
tins apparent obstacle? I think there is 
and I d like to explore a particular and 
common scenario to explain this. 

An individual teacher - ft could well 
be the head of department- recognizes 
the inevitability of moving towards 
balanced science. This may or may not 
be as a result of l.e.a. prompting. 

Initially, n teacher may have to 
make a case lo support the introduc- 
tion of balanced science to replace the 
(likely) provision of separate, unco- 
ordinated sciences. Such a case pre- 
sented initially to fellow colleagues 
might stress the need for: 


* The development of nn INSET 
policy which identifies specific IN- 
SET needs. 

Many local authorities now have, at 
least in draft form, n policy for science 
education. Such policies nre required 
under the terms of the 1986 Education 
Act. Each science department should 
develop its own particular policy. In 
line with the l.e.a. parameters. 

* The evaluation of current curricu- 


lum provision to identify good prac- 
tice and passible weaknesses. 

With appropriate training it is possi- 
ble, desirable even, for the members of 
a department to carry out this curricu- 
lum analysis. Better still would be a 
geographic cluster of schools working 
together towards a common policy. 

* The preparation of a submission to 
the governors seeking their support 
for the change. 

* A collection of information/public- 
ity material directed towards pa- 
rents and employers to promote the 
new policy. 

* Organization of the INSET prog- 
ramme/s to meet the needs of the 
department together with mechan- 
isms to evaluate such provision and 
the process of change. 


The SSCR is using INSET to prom- 
ote the implementation of balanced 
science and to disseminate the findings 
from its earlier work. It can offer 
advice, guidance and positive assist- 
ance through its regional project offic- 
ers and through its publications in the 
Better Science series (reviewed in The 
TES 26.6.87). Particularly pertinent 
here arc Better Science: Learnhig how 
to teach it (Curriculum Guide 12) 
which focuses on initial curriculum 
evaluation, identifies a range or IN- 
SET resources and provides' an in- 
service “gateway" to the other 11 
guides. It also contains a bibliography 


which will help in the development and 
running of school-based INSET. In 
Better Science: Making It happen a cose 
study of one school implementing 
change includes detail of the negotia- 


tions likely to uccur between a depart- 


ment and the school governors. 

In addition, the Review can provide 
teachers, advisers and INSET provid- 
ers in higher education, with a range of 
support not always accessible through 
other sources. These include; 

* access lo a library of ma terfafe listed 
in Better Science: .4 Directory of 
Resources so that teachers can re- 
view before they buy; 

* information about curriculum ilc* 
vclopmcnts and where they are 
taking place; 

* inservtce activities directly related 
to specific needs identified by a 
school. These include INSET prog- 
rammes and courses; 

* materials which offer support in 
developing different learning and 
leaching strategics or contexts far 
science education; 

* advice on resourcing the introduc- 
tion of balanced science; 

* negotiation, where requested with 
1-c.a.s for INSET provision: and 

* help in evaluating teaching mate- 
rials. 

The Review is also working with 
other organizations in the provision of 
in-service support. In January 1988, 
the BBC are to begin transmission of a 
science INSET Series, "Balanced Sci- 
ence for All". It can be used to 
complement or replace the school- 
based INSET developed by a science 
department. It focuses specifically on 
the teacher's work in the classroom. 

Currently, much in-service educa- 
tion in science is 'managed by local 
authority advisers. With the advent of 
the national /curriculum the present 
expectation is that their role will shift 
towards monitoring the implementa- 
tion of that curriculum. At about the 
same time (August 1989), the Rc- 
view'spresent funding will cease, thus 
removing another important science 
INSET manager ana provider. What 
then? Make use of it while you cun. 

Joseph Hornsby. Secondary Science Cur- I 
rlculum Review 


What’s new in science education ? 


u.iit 


fjust Published / 


^ two books to complete the Innovative 
Physics in Action series from the School 
Physics in Engineering Project 
Project Director: Gordon Rain 

Vibrations and Radiations 
Electricity 2 : Electromagnetism 
(You can hear Gordon Raitt speak about the 
Project at the Mathematics, Science & 
Technology Exhibition at the Camden 
Centre, Bldborough St, London NW1 at 
2pm on 12 November.) 

$ the final two books in the stimulating ABAL 
course developed by ILEA 

Survivals Biological Themes 
Support, Movement and 
Behaviour 

(Teacher’s and technician's guide to 
Units 6-10 (available March 1988) 

A an addition to our invaluable series of books 
for Adevei students 

Multiple Choice Questions in 

Advanced Level Biology 

Sue Thompson , 

Test Development and Research Unit 

Objective TbstSeries 


Coming Soon 


£ a fuHA-levei text covering the syllabuses of all 
the major examining bomis 

Advanced Physics 

Keith Gibbs 

(available January 1988) 

$ a book fhll of ideas for scientific problem- 
solving 

Science Problems: 

Things to Investigate 

David Carrington, Paul Butler, 

Graham Ellis, Christopher Brown and 
Donald Ainley 

(available December 1987) 

Science Problems is the work of the authors 
of the exciting Science Watch course; 
Science Watch 1 A 2 are already very popular 
with teachers and pupils throughout die UKl 
Science Watch 3.forthe third year, Isnow 
_ being prepared, . ' 

/ Watch Out for J 

$ a comprehensive selection of 50 . 

photocopiable practical investigations plus 
■full guidance on assessment ibr GCSE 

Biology: Practical Assessment 
1 for GCSE 

; David Sparks and RolandSoper , f: , 


l j ?.'K> i 







. — ‘ - * ».* !,»« 

THE TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


T hu story ts told of the indepen- 
dent sen odI head who addres- 
sed an audience of parents on 
his school’s future curriculum 
plans. “We have considered the new 
GCSE examinations very carefully", 
he said, “and we have decided in the 
end to continue with O levels' 1 . 

If the truth ahout GCSE took so 
long to percolate through, consider 
how much harder it is to spread the 
word about new curricular materials 
whose adoption is entirely voluntary. 
Anyone who has been involved in 
curriculum development knows that 
developing and writing is the easy part. 
The difficult thing Is to get people 
using the materials, and using them in 
rhe way they arc intended. 

You only have to look at the Prep 
Room shelves in any school science 
deport ment to see projects, work- 
sheets, glossy brochures and resource 
books, the pride and joy of their 
creators, quietly gathering oust. When 
the Association lor Science Education 
set up the SATIS (Science and Tech- 
nology in Society) project back in 
1984, we decided thuL we must build u 
dissemination programme into the 
project front the stnrt if we were to 
avoid this problem. 

Tiic idea of the SATIS project is to 
help teachers show the socinl, econo- 
mic, technological and related aspects 
of GCSE science courses. There is a 
specific requirement to include such 
aspects spell out In the notional criteria 
for the various science subjects, but 
there has been a shortage of suitable 
mntcrials. We have produced a rouge 
of resource units, each quite short and 
linking to a specific science topic. For 
example, Test Tube Babies links with 
work on reproduction, How Safe is 
Your Car ? links with Forces and accel- 
eration, and A Big Bang follows on 
nicely from work on combustion. 


You can lead a horse to water. . . 

Disseminating SATIS 


Seventy units have been published so 
far, and a further thirty arc due out in 
January. 

SATIS units are designed to be 
Interactive. Activities suen as discus- 
sion, role-play, decision-making end 
.data analysis ore all featured, the idea 
.being to. get students more actively 
involved than simply reading or listen- 1 
ing to the teacher. This interactive 
approach is one of the novel fenturesof 
SATIS, and although it can be very 
effective In the classroom it takes time 
for science teachers to get used to some 


all the mote Important. 

In a way, spreading the word about 
SATIS has been relatively easy be- 
cause vie had a rendy-mBde (cam to do 
the work. The project materials were 
developed by a group of teachers, all 
working voluntarily at weekends and 


in their own time. The SATIS writing 
group is distributed around the coun- 
try, and they comprise a ready-made 
network. 

We began by writing to all the 
people we thought would lie interested 
in organizing a session on SATIS. 
They included science advisers, ASE 
region secretaries, leaders of SATR Os 
and tutors in university departments of 
education. We simply offered them a 
SATIS session on the condition that 
they paid the sneaker’s expenses. 

At first we left it to the organizer to 
decide what kind of session should be 
held- a formal talk, a talk followed by 
a short workshop, a longer workshop 
or even n whole -day session. These 
sessions might be one-off occasions, 
perhaps an evening after school, or 
pnrt of ft longer programme of inser- 
vicc (mining. We quickly discovered 
that the most successful sessions in- 
volved a minimum of talking on our 
pnrl and a maximum of doing on the 
part of the teachers involved. The 

a successful sessions arc those in 
teachers use SATIS units in the 
way they arc intended to be used by 
their students. It is only by suen 
first-hand experience that teachers can 
really appreciate the effectiveness of, 
for example, a role-play or a group 
discussion. 

In any case, a group of teachers is no 
different in the way they learn than a 
croup of students - why should they 
Be? They become just as saturated 
nflcr hair an hour of monologue as any 
class of 15-year-olds would - perhaps 
more so at 5 o'clock after a full day in 
the classroom. 

Our sessions generally begin with a 
10-minute introduction to the SATIS 
project and its general aims. We 
briefly show the teachers our publica- 
tions, and then break up into smaller, 
groups to try out one or the units. For 
example, a group of four might use 
Dam Problems, a role-play exercise 
concerning the environmental impact 


JOHN HOLMAN 

classroom-weary teachers quickly be- 
come alive as they get involved in using 
the units. It is also interesting to 
compare the performance of a group of 
teachers with that of the students for 
whom the units arc intended. Often 
the teachers actually find the units 
more difficult, because of the greater 
sophistication of their response: they 
see nuances that most students would 
miss. One teacher in a session we held 


recently had the uncanny experience 
of working on the very same unit that 
he had set his class to do in his absence. 


After the teachers have tried out one 
or two units, we come together again 
for a concluding discussion. These 
sessions are usually very lively, and the 
critical appraisal of the SATIS mate- 
rials has provided valuable feedback to 
inform the further development of the 
project. 

It (s Interesting to observe the re- 
sponse of different groups of teachers 
to the workshop activities. Physicists 
are usually the most reluctant to take 
part: perhaps they take more seriously 
than other scientists the purity of their 
subject, and have more serious doubts 
about “contaminating it" with social 
aspects. One of the most difficult 


groups to get started was a meeting of 
exam board officials, who regarded It lie 
whole exercise with great suspicion. 
But after a cautious start they played 
their roles with as much gusto as the 
liveliest group of teachers. 

As* the SATIS materials become 
more widely used in schools, we find 
the style of our workshops is evolving. 
It is now less a matter of telling people 
about a new project, and more of 
letting them know about future de- 
velopments, and giving them a chance 
to try out units with which they are not 
familiar. There is an opportunity to 
share ideas on different ways of using 
SATIS materials. It is extraordinary 
how imaginative teachers can be in the 
way they adapt materials, and we are 
discovering SATIS units being used in 
ways which we never dreamt of. We 
have found them widely used outside 
the GCSE courses for which they were 
originally intended, for example in 
CPVE courses. 

One school used The Story of Fritz 
Haber with a sixth form group, and it 
made such an impact that some of 
them wrote a play based on the unit. 
They performed tne play in the school 
drama competition, ana later entered, 
and reached the finals of, a national 
schools drama competition. 

There has been n lot of overseas 


interest in SATIS, and one or two of 
our group have had the interesting 
experience of running dissemination 
sessions overseas. Naturally, some 
change of approach is needed: for 
many teachers in other countrties, 
role-play and decision-making exer- 
cises nrc even more alien than they arc 
for physics teachers in Britain. And 
there can be some surprises. One 
member of the dissemination team 
agreed to run n workshop in Singa- 
pore. On arrival he was confronted 
with an audience of no less than 250 
science teachers in a tiered lecture hall. 
This somewhat limited the opportuni- 
ties for group discussion, but neverthe- 
less every one of the teachers present 
had the opportunity of trying out 


SATIS units. Incidentally, this audi- 
ence represented over half of the total 
number of science teachers in Singa- 
pore. 

Having set up this dissemination 
exercise, it now lnrgely runs itself. 
Members of the team become known 
in their own area, and workshop 
organizers approach the team member 
directly rather than using the central 
SATIS organization. It is difficult to 
count exactly how many sessions have 
been held, but we estimate it must be 
around 150. We are hoping that all this 
effort will make SATIS a resource that 
is actually used, rather than left to 
gather dust in the graveyard of well 
(mentioned curriculum development 
projects. 

Further Information about the SATIS 
project can be obtained from John 
Holman, Watford Grammar School, 
Rlckmansworth Road, Watford WD1 
7JF 




of large hydroelectric projects, or a 
smaller group of two ot three might 


Ity generation and 
types of power stations. Thirty minutes 
or so is usually enough for them to get n 
feel for the unit, and there Is then 
usually time for them to tackle a 
second unit, 

- It Is n delight to see the way tired, 



>4.5 < Jp A? ' 


Playing the students' rolai teachers try out SATIS units In a workshop. 



LOOKING FOR ASSESSMENT 
MATERIALS TO TEST YOUR STUDENTS’ 
SKILLS FOR GCSE BIOLOGY 


Announcing three new resources to help yoy feel confident that the practical and theoretical skills 
you are teaching are right for pCSE and to enable you to assess and monitor each student’s progress 


and attainment effectively. 


NEW 


DOING BIOLOGY 


BIOLOGY FOR LIFE 
TEACHER'S GIJIDF 



Available now 




PRACTICE TESTS 
FOR, GCSE BIOLOGY 




Alpha 


Concise Physics. By H Matyka. 
Edward Arnold £8.95. 0 7131 3593 X 
Calculations for A level Physics. By T 
Lowe and J F Bounce. 

Stanley Thornes £7.25. 0 85950 144 2 

Both these books emphasise the 
mathematics associated with A level 
physics. In one case, as its title pro- 
claims, it is the numerical work which 
dominates; even so, there is a deal of 
theory integrated with the exercises. 

In the Edward Arnold work, the 
, proportions are reversed. A terse 
treatment of all the standard topics of 
the syllabus is well presented. Espe- 




so on are highlighted by italics, bold 
type or enclosed In "boxes’* so that 
they stand out on the page. Diagrams 
are good, clear and welllabeHcd. An 
index Is helpful, as are several pages of 
advice oil study and revision. 

All this represents a thoroughly 
satisfactory complement (o classroom 
teaching. Whether the treatment is as 
effective for’ a private student (who 
could well be among the author’s 
targets) is somewhat less certain. Be- 



Addrtafc 


Please send me inspectioiVapproval copies of 
the titles ticked below: 

□ Doing Biology by Susan Tresroan 
0-f 7-448 15S- 1 price £1.60 

□ Practice Tests for GCSE Biology by June Hassali ■ ■- / . r ' ‘ • ' 'j, : V 

0- 1 7-448 1 57-8 price £295 (prov) ■ . • 

D Bfology for Life Teacher's Guide by Roberts, Ingram 

andnrtagjn Q-I;A4^81 56->T price; £?.5Q (proy£ ,qyoi^u>«*n ■ 





— . O’ / — “Vinwnum I vuj IAiIUUIIi JOG- 

cause, the text is so condensed, with the 
whole subject covered In a little over 
300 pages, explanations of new mate- 
rial are necessarily brief. The result is a 
good substitute for a student’s person- 
al notebook. 

^ superior to any.note- 
bc«k. likely to be compiled by an 
Individual, - For (he contents are accu- 

^SSJSlSfn °. f "jpterjal; is well 
proportioned, and the illustrative ex- 
atnplps are rot and effective. Never- 1 
tneiess. If there is no tutor to expand 


Two small points may instance (he 
difficulties. Heal is denned on page 
1 12 ns energy which is transferred by 
convection, radiation or conduction, 
but there is no explanation of these 
terms. The index leads to a longer 

E nragraph on conduction (page 143) 
ut docs not contain the other two 
terms, although page 143 does men- 
tion convection currents. Again, on 
page 298 comes a definition: A semi- 
conductor is a material whose res»<* 
once decreases with increasing temper- 
ature and the addition of impurities > 
Full stop. Such a bald statement must 

K 'e a student meet! ng the subject a° 

An introduction to this book con- 
tains some thought-provoking popT 
including the fact that “the gao whicn 
exists between GCSE ana A lev 
physics is very wide, wider perhaps 


MIBII lliai 

year of university". We cannot know 
yet how well prepared future 8 en ^S, 
tlons of entrants to A level courses wu 
be. But the demands set out in ui 
books are considerable, , 

These demands include a soun 

knowledge of basic mathematics, on 

the ability to apply it w P rac JA d 
situations. To this end, the ■ 
book could be of great value. Hints . 
techniques of dealing, with numen 
questions in examinations, ana a su. 


consiaeranon oi units anu u “y w, -~ rS 
and of significant figures and en Y, 7 

. Then, m nearly 150 sections, cacti 

lh« l/ininc rtf »1ia (vmrCP I* CD 


in full, further exercises uni « 
itlon of questions of examination typj; 
Tliere are answers and hints, table ^ 
symbols and an index. The whole ^ 

’?!??*"? iSj 


EEi to*;, i 










,!«VV 

j°urspe 

allet 

f dally 


Ucedvt, 

sail 32 

'allet which 
Pages of th 

is 

Ranq f( 
sen, 

1 ">c /• 

>Wstoahai 
da cheque/ 

idy 

f PO 





Scarcely a week passes without the announcement of some new, earth- 
shattering educational reform. Discussion documents tumble over one another. 
New laws (like the Education No. 2 Act, 1986) get amended even before they 
have come into force. Fashions too, change as fast as Ministers. Often style is all. 

But one theme has persisted amid all the current distraction - indeed it 
underlies many elements in the Government’s reform. This concerns the 
governing arrangements for individual schools. Over the past 10 years - since 
the Taylor Report ~ successive governments have been looking at ways of 
reforming the powers and the composition of governing bodies and redefining 
their relationships with local authorities. The latest instalment of this process of 
redefinition will be seen when Mr Baker publishes his great education reform 
Bill a few weeks hence. 

Changes in the composition of governing bodies have increased the 
proportion of parents, along with teachers and other community representa- 
tives, who share the duties of governance with the once-dominant political 
nominees. Some local authorities have gone faster than others. Now all will have 
to conform to the rules laid down under legislation, 

The Government’s determination to cut the education authorities down to 
size has given governors a new significance as guardians of the public interest in 
education. Governors will be first in line to supervise Mr Baker’s national 
curriculum. They will be expected to oversee each school’s disciplinary policy. 
They will have important new responsibilities for the appointment of heads and 
staff. 

What this Government grandly calls “financial delegation to schools” will 
now mean secondary school governors have to preside over budgets calculated 
in millions. Their accountability will include a narrow, audited stewardship of 
money, alongside a broader, but no less exacting, responsibility to parents for 
the running of the whole school. 

Until now it has not always been easy to find suitable people to serve as 
governors. The Government clearly believes, rightly or wrongly, that giving 
governors bigger responsibilities will make the job more attractive. More than 
100,000 parents will be required, and if they are to do conscientiously all that is 
demanded of them, they will need to be trained and equipped for the tasks. 

Many of those who are drawn into these activities will be ~ and certainly 
should be - readers of The Times Educational Supplement. With all. the. quite 
proper emphasis on parent governors, the important role of teacher governors 
should not be overlooked. Hence this, the first of eight special pull-out sections 
which together will provide an introduction to governors and governing - a topic 
in which we shall take a continuing interest in the. years ahead. ' , 

It is going to take several years for the new arrangements to shake down.,; 
Much of the learning can only be done by doing. No-one yet can forsee how the, 
politics of governing bodies will changejvhen power accrues to theip at the 
expense of local education authorities. There is a long way to go to put formal 
training for governors on a proper basis. WhateverMppenS therewil be a role, 
informally, for a weekly educational newspaper to, make its contnt^tipn. Here 

is a first instalment. > ■ ' i. '• ; i f Stuart MacKire 


TMk 

2 


; i; ■; !.:* « . J'it‘ 


■. *• *;i* ' “i* -•>' ' .1 ■ 


□ Curriculum: ilk 

legal obligations 

□ Governors & the ^ 

Education Acts 

□ Scotland 

□ Ted Wragg's comment 
D_Factfile 

^Curriculum 

context 

□ Police 2s 

□ Sex education 

□ On being a governor 

□ Case study 
□JTedWj^ 

□ Pupil discipline: \tWkv Jt 

do's and don'ts * ^ 

□ Staff: appointments, 
disappointments 

□ Case study 

□ Ted Wragg 
□^actfile 

□ Ethnic & parent 

governors . /j 

□ Relationships *4 . 

□ Welsh woes 

□ Case study 

□ Ted Wragg 

□ Fact file 

□ Finance TOftnik 

□ Voluntary aided 

schools ^ 

□ Local financial 
management 

□ Case study □ Fact file 

□ Ted Wragg 

□ Annual meetings 

□ Opting out 

□ Letter to a new ^ 

parent governor 

□ Case study 

□ Ted Wragg 

□ Examinations YTOyrJ). 

□ Training: a WStLC 

governor's neds " 

□ Responding to change 

□ Case study 

□ Ted Wragg 
□_Factfije 

□ Teacher 
appraisal 

□ Primary matters ■ 

□ Future 

developments : i 

□ Case study 

OEnd of term exam ' . 
















<!> •* 
(;‘ V 



THE TIMES EDUCATIONAL SUPPLEMENT 23,10.87 


Just good friends 


c- 




Joan Saliis asks what being 
a school governor really 
means 

Long before there were schools for all chil- 
dren, (hose schools which did exist had trustees 
to represent the public interest. It seems that 
education had special significance, it was not 
justa personal transaction like buying a house, 
and affected everybody, not just those fortun- 
ate enough to receive it. Education fashioned 
people’s opinions and values. It also gave 
individuals influence over others, and by its 
effect on public leadership, professional ser- 
vices and the arts, shaped in some sense the 
lives of all. 

The quality of education was thus seen as a 
matter of public concern, nnd the idea of 
having governors 'or trustees was to express 
that public concern, to bring everyday experi- 
ence in the outside world to bear on this vital 
professional activity, to make sure that schools 
remained true to the intentions of their 
founders but also in touch with the needs of 
their users. 

When Winchester, one of the oldest public 
schools, was founded in 1 382, the trustees were 
charged to visit “with not more than six hprses" 
and to “hold a scrutiny ... on (lie teaching and 
progress in school of the scholars . . . and to 
correct or reform anything needing correction 
or reform". At the otherend of the scale, when 
Grey Coat School was founded hundreds of 
- years later for very poor children, the trustees 
. were to meet weekly, hold a full inspection 
quarterly, and theqiseives order the children’s 
grey coats. They supplied the yam for mothers 
to knit stockings, and their own wives and 
daughters made the cans. 

In Victorian times there was keen debate 
about the need for public trusteeship of the 
great variety of schools which then existed, 
about how they could be adapted to the 
changing needs of the population, and how the 
use of their funds could be made subject to 
some kind of independent oversight. Two 
Commissions of Enquiry were held on the 
subject in the 1860s, and these led to legislation 
defining the role of governors and their 
relationship to head teachers in the public and 
endowed schools. The first grants voted by 
Parliament to assist the chu rotes in providing 
elementary schools in 1833 were contingent on 
the schools’ being open to inspection, and 


appointing managers [o oversee their expendi- 
ture. 

Education for all 

When the first national system of elementary 
schooling was established after 1870, the 
School Boards were required to delegate some 
of their functions at school level to local 
managers. The Education Act of 1902 created 
local education authorities with responsibility 
for elementary and secondary education, and 
they were also required to appoint boards of 
managers for elementary and governors for 
secondary schools. (The difference in 
nomenclature became meaningless, and was 
finally abolished in 1980: from now on for 
simplicity we shall call them ail “governors".) 
It is interesting that in debate leading up to the 
1902 Act, (he role of governors in protecting 
the individuality and variety of schools within 
focal systems was stressed. 

The 1944 Act 

This Act repeated the requirements about 
governors, to be appointed by local authorities 
in county schools, and by the foundation and 
local authorities in voluntary schools. Detailed 
rules were to be made locally, but governors' 
functions were broadly set out in a Ministry of 
Education model, which gave them care of the 
premises, a share in budgeting for the school 
nnd appointing its staff, and the “general 
direction of the conduct and curriculum”. No 
guidance was given at any stage about the kind 
of people who were to be appointed, and this 
was perhaps the greatest weakness of the 
system established in 1944, which lasted for 
more than forty years. It was an attempt to 
graft on to state education a model devised for 
the public schools, and relying heavily on the 
Victorian concept of the "focal worthy". It was 
unsuitable for a service in which many ordinary 
people Were compulsorily involved. 

Whatever the explanation, the system fell 
into disrepair. The Act had allowed schools to 
be grouped, and some l.e.a.s abused this 
concession, governing schools in handfuls or at 
extremes hundreds under one board. Party 
political influence was considerable in some 
areas. At its best the governing body was 
decorative and vaguely supportive, and at its 
worst exemplified a form of political and social 
patronage verging on the corrupt. 

There . were honourable exceptions, but 
generally governors’ real involvement was 
slight. They graced the front row in the carol 
service or the harvest festival, and would oat a 
child on the head if they could find a fairly 
clean one. Since the oversight which they were 
supposed to exercise over thd curriculum was 


non-existent, teachers grew accustomed to 
great autonomy. Most believed that they had a 
professional right to independence which 
actually had no foundation in law or history. It 
had always been intended that the content of 
the curriculum should be a lay responsibility, 
its delivery a matter for the expert. 

In the late sixties and early seventies there 
were stirrings of change. Consumerism was in 
the air, and research had shown the import- 
ance of home involvement in schools. The 
Parent-Teacher Association movement was 
growing, and some local authorities began to 
give representation to parents and teachers, 
though mostly on a token scale. By the mid 
seventies, a majority did so. A few even tried 
to give governors a genuine role. 

The Taylor Committee 

In 1975 a Committee, called after its chair- 
man, the Taylor Committee. was appointed by 
the government to look into the whole ques- 
tion of governors, and schools' relationship 
with parents and the public. Its report, “A New 
Partnership for our Schools” appeared in 1977, 
and advocated governing bodies for every 
school, with equal representation of l.e.a., 
staff, parents and community. They should 
share in all school policy decisions, seeking to 
establish consensus. They should also be 
responsible for good communication and rela- 
tionships, especially with parents. They should 
work more openly, and receive training. 

The 1980 Act 

The Taylor recommendations met with 
much hostility from l.e.a.s (which did not want 
to lose control) and teachers' unions (which 
feared loss of professional autonomy). The 
1980 Act did not create an equal partnership. 




but merely required all schools to have two 
parent and one or two teacher governors, plus 
the head if he or she wished. It said nothing 


about governors' functions, so they remained 
subject to focal interpretation of the DES 
model. It was open to l.e.a.s to maintain their 
majority, and most did. Regulations made 
under the Act brought a new degree of order, 
fairness, and openness to governors' work. 

Hie Education Act 1986 

This Act takes effect in stages between 1987 
and 1989. It comes close to implementing the 
Taylor recommendations. For the first time it 
establishes a national framework for school 
government. Its most important feature is its 

I irovision for a balance of interests: l.e.a.s no 
onger have a majority (see the table - how 
many governors?" on previous page). 

Parent governors must be elected by secret 


ballot, and votes may be returned by child, 
post or in person. All governors serve for four 
years. Grouping is not allowed, except in the 
case of two primary schools serving the same 
area. 

Parents have a right to see all curriculum 
documents and syllabuses. No governor may 
be on more than four boards. Governors elect 
their own chairperson annually, and any 
governor other than a school employee is 
eligible. They meet termly, and any three 
governors may coil a special meeting. Gov- 
ernors’ papers, excluding only items they rule 
confidential, must be open to the public. 
L.e.a.s must provide governors with such 
information and training as they consider 
requisite. 

The governors' first loyalty must be to the 
school, whatever their interest group. This 
does not mean that it is improper to communi- 
cate with the group represented, to seek their 
views and report governors’ decisions. There is 
a duty to “act with maximum awareness" as the 
Taylor Committee said, of relevant views. But 
governors must be scrupulously careful about 
items classed as confidential, and avoid gossip- 
ing about details of debate. 

Best friends are not always uncritical, and 
there may be times when governors need to 
express disquiet over something. If rela- 
tionships With head and staff are good, this 
should not cause problems. Good relationship! 
will come from understanding teacher’s difficul- 
ties and skills, which in turn comes from close 
contact with the school. Above all, rela- 
tionships should build on positive things, 
particularly shared enthusiasms and a common 
pride in the things the school does best. These 
should be the starting point of involvement 
with the school. 

Joan Sallls was a parent member of the Taylor 
Committee, and has worked for many years for 
the establishment of school governing bodies 
based on equal partnership. She Is president of 
the Campaign for the Advancement of State 
Education. 


.. .but there are 
strong reservations 
north of the border/ 
argues Willis Pickard 

' In Scotland the Government's plans to empha- 
size the; role of patents in 'schools have a 
different starling point from south of the 
border. There are no school governors, and. 
. therefore Mr Michael Forsyth, the junior 
minister at the Scottish Office in charge of 
education and ' health, cannot follow the 
"opting-oul" line of argument favoured by Mr 
'Baker. , . ■ ■ -’M-i . • ' . 

„■ The proposed Scottish legislation is there- 
fore sui generis, as indeed is virtually all 
legislation affecting Scottish education. Mr 
Forsyth has brought out a controversial con* 
siiltative paper which, by all accounts, Is his 
own work, rather than that of the civil servants 
in the Scottish Education Department. '■ , . 
> rts aims are the same as Mr Baker's and 
those of the Conservative manifesto in the 
General Election - to extend parent participa- 
tion. Bfyt the mechanisms and their effect on 
parents a & Very different. Mr Forsyth wants to 
change the present system ih Scotland by which 
jthnwu are., school councils with -limited, powers. 


and \yitli minority parent representation for 
secondary schools and their ’’feeder" primar-' 
les. (In Strathclyde and Fife .the Councils are. 
even bigger in their ambit - taking in a group of 
secondaries and their primaries!) 

The consultative paper suggests that the 
school councils - which were only set up a few 
years; ago - be scrapped in favour of school 
boards r- one for every school with over 100 
pupils. Smaller schools might be grouped for a 
boanl. 

The important point about the boards would 1 
be their parental majority - four oqt of seven 
on the smallest boards, and a corresponding 
: proportion on the largest, which would have a 
maximum of 13 members; Ail parents would 
have the chance to Vote in a postal ballot The 
other members would represent the teaching: 
; staff, the local authority and community 
interests. The head would have a duly to 
attend, but without voting power. 

To emphasize that he is seeking parent 


power rather than parent participation, Mr 
Forsyth has framed the proposed constitution 
for. the 1 boards so that in time parents could 


,■ — i: i vtiHi wuiu 

assume: management of large areas of school 
business/ At first the boards would haye more 
modqst aspirations.- what the papers calls 
“floor". ftinctlpUB, .These would include the 
right: to ah annual! financial statement and 
report N thfe t)ead; the right fo be consulted 
about the curriculum, assessment policies nod 
discipline, control oyer capitation allowances 


hedd) andavdtoipVertiha'hl 


; Boards would, however, be able to graduate 
- or levitate - to “celling" functions when they 
showed the desire and expertise to do so. At 
that level they would have direct control over 
the school's recurrent costs and would be 
responsible for choosing ail members of staff 
Without the- involvement of local authority 
appointment committees. The education au- 
thority would remain the employer and would 
haye to. redeploy any teacher rejected by a 
school board, which might none-the-less be 
responsible for redundancy payments if these 
ever became applicable. 

Clearly, the “ceiling” powers would place 
parents in a very powerful position. They 
would take school boards into the position of 
managing money and teachers, and it would be 
the parents through their built-in majority who 
. would call the tune. With the local authority’s 
role very much reduced. - 
, Mr Forsyth, belatedly noting the extent of 
concern about this from teachers, councillors 
and parents' organizations, has stressed that 
pot all boards would reach “ceiling” functions 
and certainly none would rise to them im- 
mediately. 

But however much he may be told, as he has 
been during the period for responses to his’ 
consultative paper, that parents are unwilling 
and probably unable to take on the role of 
managers, he cannot abandon the “ceiling" if 
he is to preserve the intentions of his policy. 

, That |s, flrst, 1 to reduce the influence of local 


Labour control And, second, to aUowjdioajr 
where the parents prove involved and amm- 
tious to take their schools out of the common 
rot by having powerful boards. 

In time that could open the way to opting out 
of the state system, as Mr Baker is proposing 
for England and Wales. It would certainly 
mean that schools with “ceiling” powers wouia 
regard themselves as different and better, ana 
hope therefore to act as magnets, * urtn ^ 
enhancing their reputation by attracting g° 0fl 
pupils. ( 

In a country where about 96 P cr . c ®}v3 

children are educated in comprehensive lo» 

authority schools, Mr Forsyth’s P r0 Pj?® 
would attack the egalitarian principle, 
servative apologists argue that at the P a ^ n . 1 ■ 
behest good schools could strike out » 
themselves while all schools would main car 
minimum standards. But Mr Forsyth s oppo- 
nents, who include the teacher organization . 
well as all opposition parties in Scotiano, ^ . 
convinced that there would be incre rv.' 
divisiveness and a mortal blow to comprene 
' sive education. .... , h «r 

As for parents, they ate worried lest ® . 

widely-shared hopes of getting increased scop* 
for consultation and participation nugnt 
, undermined by Mr Forsyth's leap in tat , 
into areas of parental takeover and manas 

' ment' which few parents want of couw 

' .themselves coping with. • ’• '' 

Pickard Is editor of Tihws 

v^tidnal Supplement. Scptfotid n 


THE TIMES EDUCATIONALSUPPLEMENT 23. 10.87 




Bespoke, off the peg or uniform 

with ennrt ' _ ** 


Felicity Taylor argues 
thattnereismoreto 
curriculum than subjects 
on the timetable 

To begin with, wc need to be quite sure what 
we mean by “the curriculum. ” It is a common 
mistake to think of the curriculum us just being 
what is on the timetable, chunks of time, each 
devoted to a single suhjecl. To understand it 
you must sec it ns a whole, ns the Tnylor 
Committee on school government did. Their 
definition is still valid: the curriculum “effec- 
tively comprehends the sum of experiences to 
which a child is exposed nt school”, and that 
"no single aspect of the life and work of the 
school can be properly understood if consi- 
dered in isolation". 

WtiHt helps to shape It? 

If you accept this definition, it immediately 
becomes clear why schools differ so much from 
one another. If you judged only by the 
timetable, omf school would look very much 
like the next, because even before Mr Kenneth 
Baker has his way, there are already powerful 
outside influences over what is tauglit: 

•Parents may be surprised to lenm that 
their expectations of what a school should be 
dolnpttre perhaps the most significant factor in 
shaping the curriculum. 

•Schools have to depend a great deal on the 


suwort system provided by the local education 
authority. Inspectors nnd advisers can help or 
Binder any initiative, as can "the office”, 
schools which attract adverse comment be- 
came of their “advanced" ideas cannot rely on 
tjwwpporl of education officers yr council- 
ton, however ill-informed the criticisms. Such 
toHibie-makers can soon find themselves ut the 
end of the queue for scarce resources. 

•Schools ulso consider what employers 
from school-leavers, '['here are impor- 
differences between education and train- 
JJJ. “ ut parents and pupils may be more 
ard-nosed about work skills limn teachers. 

■ ®®y far the biggest constraint on the 
^nanry school curriculum is the public exam 
r£ em ' The difficulties attending the CiCSE ■ 
retonns demonstrate just how entrenched the 
jJJJ® I5 » Qn ti although many agree that A 
a re strictive exam, designed to meet the ’ 
of the universities and the professions < 
not much else, the resistance to change is i 
Threat. Any school that fails to come up i 

How many governors? 

an 6 ?J n Pp 8,,lon of governing bodies for 


nwnwned special and 
controlled schools Is tightly 
ensuring that political repre- 
uT* 08 (governors appointed by (he 
HOB* be In a majority. This will 
kr 18811 ,mplemenled unlil Septsm- 

flovemment must con* 
basic pattern, with the only 
SjJ^rvarlatton being that !.e.a.s can 
baS/xJ? treat schools In the fourth 
600 pupils) as if they were fn 
S 2m a . band , ? OWn (300-699). There 
arrangements: 

jjwr authorities - county primary 
6^® « a minor 
eg a district or borough coun- 

autw^J* 10 co-option to a minor 
f^Vrepresentatfve; voluntary con- 
schools lose their only 
semStfve ‘ 8 m rWf adNwdty re P f ®- 


Wi h good exam results loses popular support. 

It is a myth that schools can do what they 
hkt while the extreme view that children are 

2.iff. I ? 8r 7i 0f nny P ersuns * ve theorist who 
“r Ul « C .! n Wlld ex P erimc nts. misrep- 
resents the reality. And yet. schools are 

uiriT \l hcr V S ? ope for 9 uite startling 
vnnety within the limitations. Some schools 

manage to combine high conventional stan- 
dards with successful innovation, others are 
innovative but less successful, many travel 
along the middle of the road and a few seem to 
be struggling to tench anything at all. 

When 1s a curriculum a good fit? 

The “right” curriculum is one which meets 
the needs of most of the pupils. Many of us 
probnby know a school which is highly geared 
to meet the needs of some children, perhaps 
the “academic” ones, or maybe the least able, 
but which neglects the interests of the major- 
ity. They rub along, doing neither well nor 
badly, but certainly not achieving all that they 
could. Such schools evoke feelings of dissatis- 
faction that may explain why most people 
outside the educational establishment accept 
that a national curriculum must be a good 
thing. “At least you’d know what they are 
supposed to be doing," they say. 

Perhaps this is the first clue to assessing 
whether the curriculum does fit. Does the 
school have n plan, a set of aims and objectives 
which provide n framework for the work or 
each class? Arc nil the teachers and parents 
nwnre of it? Do the separate parts fit together, 
so that the left hand knows what the right hand 
is doing? Arc opportunities there for co- 
ordinating and reinforcing teaming? Above 
all. is there continuity? A good school will 
organise its record-keeping and assessment 
very cnrcfully. ensuring that work is marked 
regularly, and that children’s work is preserved 
as a record not just of their individual progress, 
but also or group achievement. 

The lack of defined curriculum structure Is 
not as rare ns you might think, but at least 
schools which have not thought (his out con do so 
without much difficulty, A school with the 
wrong structure is fur worse off, beenuse it will 
inhibit useful innovation and perpetuate in- 
appropriate patterns of work, while vested 
interests may hinder nny attempts (o change It. 

A good school and good teachers will make 
sure that the content of the curriculum takes 
the community into nccounl. It is right to be 
suspicious nf talk about appropriateness - too 
often that can be n cloak for low expectations 
and unconscious discrimination against the 
poor, the block and the female. Yet it is still 
wrong to claim thnt exactly the same things 
should he taught to the same age-groups, no 
matter what their environment. It is only 
common sense to relate the work of the school 


xyster 


^^1t/? P ^ la, * Ch00f *~ k>S00ne 

^^ , Arr auve < " 

•P* sW •phooto- w* 6 ** 

. - n J 0 * 00 * 8 with Over 99 
to representatives of 
5$? voluntary «ganfea- h „ 

***** ti* [rislnjmem H0-2W 
to. Wort Ihe gov ^ 

*»y; MAOM ' «Dojpr»«t 


Pktfft L£A Head- Teacher 
teacher 




fwindabqn/, 


Under the 1986 Act. School Governors 
must: 

• Take general responsibility for the conduct 
of the school; 

9 Share responsibility for the curriculum 
with the local authority and the head ; 

9 Prepare a statement of curriculum policy 
and decide whether sex education should be 
provided; 

9 Participate in decisions about the school's 
budget; 

9 Laydown policy on discipline; 

9 Share in the selection of staff and, if need 
be, their dismissal; 

9 Ensure regular communication with 
parents and, specifically report to parents at 
an annual meeting. 

Theprojected 1988 Act will: 

9 Give governors more responsibilities for 
financial management; 

9 Increase their powers on appointments; 

9 Give them the power to initiatea change 
to “ Government maintained " status - 
opting out. 

to the local history, geography and traditions of 
an area, to try to match courses to local 
interests and the children’s own knowledge, as 
a way of maintaining their involvement. We 
know that adolescents often regard what they 
learn nt school ns completely irrelevant to “real 
life". It is possible to be relevant without 
having to give a project on the life and works of 
Madonna the same status as a study of 
Beethoven's later compositions. 

It may be significant, that we used to be 
concerned about Ihe “hidden curriculum' 1 - 
what children learned in school that was never 
explicitly written down. Now we worry about 
Ihe “hidden agenda” - what people intend to 
do that is not disclosed to us. However, it is in 
this elusive area thul the true character of a 
school is revealed. Here lies the difference 
between a school that really tries to meet its 
pupils' needs and one that fails. 

It is fairly simple to find out the structure and 
content of the overt curriculum, but far more 
difficult (o describe n school’s ethos - thnt 
amalgam of altitudes, rules, decision-making 
processes, nnd public and private faces. 

Suppose we substitute “relationships" for 
"ethos . because the character of the rela- 
tionships within the school will determine Its 
ethos. As the ILEA Junior School Project 
showed, a good school is one where the 
relationships nre based on respect - respect for 
children as well as for teachers, and respect for 
one another. Different communities will have 
different customs, and schools wjll have to 


conform to these. What passes for friendly g v ~'i — i — ~r . — ~ ~ ~ 

i?: v nr, tio ; ln l iin°: lh l L ° ,i i don i may „ w °f 

appear to be outrageous cheek, in North Governors and Managers. 


Tyneside, or vice versa. 

But the quality of respect for the individual 
transcends this. It is important, because it 
affects children ’s attitudes towards schools and 
learning more than anything else. The Junior 
School Project found that some schoolshad, by 
the way they treated children, managed to 
convince some of them that they were failures 
by the age of eight or nine, while others had 
made very disadvantaged children feel positive 
about their educational chances. 

Most schools are well aware that it is illegal 
to discriminate on grounds of race, sex or 
creed. However, unconscious prejudice about 
what is suitable for boys, girls and pupils from 
different ethnic backgrounds still pereists. 
Girls are still under-represented in science 
subjects, boys in arts subjects. The Swann 
Report on the education of minority groups 
found that very few schools had any dear idea 
of what was meant by multi-cultural education, 
or understood the need for nil schools, whether 
or not they had pupils from minority groups, to 
reflect the plural society in which pupils live. 

What can governors do? 

Although Kenneth Bnker's proposals for the 
national curriculum mny seem to diminish the 
governing body's responsibility for their 
school’s curriculum, his consultation docu- 
ment does say that there will be full scope “for 
schools to organize how the curriculum is 
delivered in the way best suited to the ages, 
circumstances, needs and abilities of the 
children in each classroom.” Whatever is 
decided, governors will still need to monitor 
the conduct and curriculum of their school. 

The first step is to know your school's 
curriculum. Ask for information, talk to staff 
and pupils, and visit the school while work is in 
progress. Only then are you in a position to 
make judgements about fitness for purpose. 
You also need to be aware of external and 
internal measures of how the school is doing, 
for example: reading ages; exam results: 
destination of leavers: juvenile delinquency 
rates; staff attendance records: truancy; 
attendance nt parents' meetings. 

All this helps you to prepare for the most 
important job of the governing body - asking 
questions, especially the question why. Fami- 
liarity breeds acceptance, which is where the 
fresh eye nnd wider perspective of tile lay 
governors can be useful. The well-timed, 
well-phrased question thnt makes a school 
think again about some longstanding issue is 
surprisingly effective: No proposal is so perfect 
thnt it can’t be improved. And don’t ever 
forget to say “well done". A good school will 
use judicious praise to reinforce learning. 
Governing bodies must learn to do die same. 


*p- r 

m ; 

(«I 

. o 


I keep hearing about the Instrument and 
Articles. What are they and how do I get 
bold ‘of them? 

Each school has an Instrument and Articles 
of Government; the Instrument specifies 
the composition of the governing body, and 
the rules about conduct of meetings, while 
the Articles set out the powers and duties of 
the governors in legal terms, It is important 
to know exactly what they say, as at present 
they vary from one l.e .a. and one school to 
another. ' i. '■ , 

In the past, the DBS had to approve the 
Articles of all setoridary schools, and the 
Instrument and Articles of all voluntary 
schools,' Once the 1986 Act comes Into 
force, l.e.a.s will not have to submit their 
Instrument and Articles to the DES, be- 
cause there will be little scope for variation. 

: It is extraordinary how little information 
many governors receive when they are 
'appointed.' Voluntary school governors 
often find it vefy difficult to get hold of their 
school’s documents. You can find the 
original model in a white paper issued with 
the 1944 Education Act, ana models of the 
new arrangements are. Included in Circular 
7/87 following the ; 1986 Act. These, won’t 
.tell you the etfoct arrangements for your 
school, but will jjive you some idea of the . 

■.From September 1988 the : 


Report of ths Taylor Committee 
A New Partnership for our Schools 
September 1977 

(I) within the framework of national and 
local policies, howevsrthese may 
change with time, the special 
character of the individual schoolte 
precious to most people and should 
be protected; 

(II) that character is essentially a. 
product of local considerations and 
of the skill, support and concern of 
all tho^e on the spot who care about 
Its success; 

(III) one body should have delegated . 
responsibility for running the 
school, and In forming that body no 
one interest should be dominant- It 
should be an equal partnership of all > 
those with a leg III mate concern, . 

- Le.a, staff, parents, where . 
appropriate pupils, and the 
community; 

(Iv) thegovernlng body thus formed 

V should be responsible for the life 
• and work ofthe school as a whole: 
we did not consider that a school's j 
activity could be divided, and f 

neither could accountability for Us . 
success;-' '• , 

(v) the decision-making roleof lh$ t 

governing body Is only part of Its i>ia ; 

.functions: equally Important Ig-Usjr, 

; v respdrtafblliiy for promoting iadi'ifo**- . 

■ protecting goodreIatlonehfpfebdd»;--,rtf ' ’’ 

yrttWn the school and ttotyfoenits, ‘-tm u 
■f ». '. ’: 'parehte,and the V^r.corbr^nlty/.rf 








Mi- 


THETIMESEDUCATIONALSUPPLEMENT 23.10.87 



pa 

still valid 


Barry Taylor focuses 

on the governors' 

responsibilities 

for the curriculum 

I attended more than 300 governors' meetings 
between 1965 and 1973 and recall only one 
discussion about the curriculum, a heated 
exchange between the head of an East Riding 
secondary school and a local farmer's wire. She 
was prompted by his uncharacteristic admis- 
sion to the governors lhat he was unable (or 
unwilling) to provide cookery - for girls only, 
of course - beyond ihc third year. By the 
accounts T now receive of governors' meetings, 
things have changed somewhat, but by no 
means radically. It is still a rare occurrence for 
a head to be challenged on a curricular issue, 
nor have we been inundated by comments 
upon the l.e.a.’s curricular statement from 
governors. But all this is set to change. 

The 1986 Education Act, Sections 16-19 
inclusive, has been widely reported as giving 
governors "control over what is taught". Even 
though the advent of a national curriculum 
could undermine the governor’s role, as well as 
the l.e.a.'s, even before the Act is fully 
implemented, the terms of the Act do still 
envisage a partnership between l.e.a., gov- 
ernors and head. 

Throughout there are requirements for 
consultation, compatibility and for the gov- 
ernors to consider representations from the 
community - and the chief of police. . They are 
even required to comply with the "reasonable 
conditions" of the l.e.a. Under the ’86 Act. the 
governors are precluded from defining their 
own curriculum unless they can persuade the 
head to go along with them but the national 
curriculum consultation paper proposes a 
change iii that balance of power: the head 
would be given the responsibility oE im- 
plementing the national curriculum in accord- 
ance with l.e.a. curriculum policy, as defined 
mid modified by the governors. The days of 
governing bodies which simply act as a chorus 
of approval for whatever heads put in front of 
them, are now, clearly, a tiring of the past. 

Before considering what the Act requires of 
governors let me follow the pertinent example 
of Felicity Taylor (page 3) and pin down a 
working definition of the curriculum. For Her 
Majesty’s Inspectorate it consists of all those 
activities (designed or encouraged) within the 


veiopment or pupils. An authority or equal 
weight, David Hargreaves, ( The Challenge for 
die Comprehensive School - Culture Curricu- 
lum and Community, published by Rdutlcdge, 
Regan and Paul) also sees the curriculum as 
going far beyond what the teacher does for the 
child in the classroom. He, and many others, 
have distinguished between the “formal" or 
prescribed curriculum, including not only, 
classroom but many extra-curricular activities, 
and the “hidden 1 * curriculum - what children 
learn from being a member of the school 
society in terms of values, behaviour patterns 
and relationships. 

It would be possible for a governing body to 
interpret its duties as concerned solely with the 
formal curriculum and still fulfil the letter of 
the law; although in practice this may be 
difficult because the two aspects of.the curricu- 
lum are.so inter-dependent. Any such attempt 
would be rjghtly resisted, by most heads and 
most l r e,a.s. 

What then are the’ responsibilities of gov- 
fernors? The “conduct. of thd school" is placed 
“under the direction of the governing body”. 
That seems ali-embradne, but section' A(» 
reminds us that the articles, of government, 
regulating the governing bodies’ powers and 
duties, are made by the l.e.a. which;. can 


rtnership 

and provide n written statement to the gov- 
erning body for consideration. The governors 
must either accept it or if they wish to depart 
from it totally or in pari, substitute their own 
written statement. 

Whatever the powers to modify the curricu- 
lum likely to be given to governors when the 
1987 Bill is enacted, it is already true that the 
headteacher must follow the governors' lead in 
relation to sex education. 

In voluntary aided and special agreement 
schools the governing body control the content 
of the secular curriculum and need only “have 
regard to" l.e.a. policy. They then “allocate" 
functions to the head. 

All l.e.a. s will cither have a curriculum 
statement in place or in the final stages of 
drafting because of previous government re- 
quirements placed upon them. Obviously they 
will vary, but key principles are widely shared. 
The statements are usually conceived as “A 
framework within which schools have freedom 
lo operate" and "not meant to be prescriptive 
in detail" (Somerset LEA - Statement on the 
Curriculum). 

The notion of a minimum entitlement is 
common, the essential offering which should 
be available to all children, often expressed in 
terms of language and number, science, the 
aesthetic, creative and physical. In addition all 
l.e.a. -maintained schools must currently offer 
religious education based on the l.e.a.'s 
Agreed Syllabus. None of this actually addres- 
ses the subjects to be included as the national 
curriculum document does for the future, or 
the time allocation to be given lo them. It is 
bound to be a key issue for every governing 
body ns to the extent to which they should 
involve themselves in the detail of curriculum 
planning and timetable building. 

In primary schools it will be difficult to assess 
the weight currently given to the various 
aspects of the curriculum. All will concentrate 
on language and number skills but may do so 
via topic work - perhaps a study of the local 
environment. Some arens will be covered 
regularly . others intermittently. Class teachers 
within the same school may have different 
methods, some didactic, others giving more 
rein to pupils’ individualism. 

The proportion of practical as opposed to 
the theoretical work will vary. Any attempt by 
a governing body to standardize curriculum 
content or teaching style is likely to meet fierce 
resistance, giving the established traditions of 
primary teachers. Governors may find that, 
having established broad principles, the most 
effective means of monitoring is by inviting 
each class teacher to report directly to them at 
regular intervals rather than all teachers giving 
a detailed written statement. 

At the secondary stage, similar principles 
are likely to be offered to governors both by 
the l.e.a. statement and by heads. Subjects are 
bound to' be more evident, however deter- 
mined staff may be to cross subject boundaries. 

, There will be elements in years one to three 
similar to those in primary schools, head and 
staff, l.e.a. and governors are likely to expect 
linguistic and' literary content, tnaths, science 
as well os the aesthetic and creative, physical 
and spiritual aspects. 

However, in years four and five the exigen 
cies of external examinations 'mean teachers, 
pupils and probably governors, have usually 
sought greater depth of study; and therefore 





m 




Make your 
comments 
through the chair ! 


Ted Wragg 


“I should be grateful if members would kindly 
make all their comments through the Chair.” 1 
remember to this day the first time I heard that 
somewhat bizarre statement. It happened at 


the quality of science teaching in 23,000 
primary schools, there is a limit to what it can 
do from its central position. 

Even on d county council the politically 
elected member for Swinesville West will know 
little about most of the county’s own 350 
primary schools. To be effective at every local 


■ 1 i mTh (A 1 14 1 Hit J * -1 ■ \ 1*1 1 H i ±H V 1 1* ) m \ \ ■ 1-# ■ i ■ * ■ LILLI. 


and the two of us who were new to the game 
were left wondering whether we were sup- 
posed to address the gathering through the 
upholstery, or had stumbled unwittingly into a 
recording of The Coon Show. 

It is the formality of committee language and 
procedures which can so easily put off parents 
and lay people not at home In such an 
environment, make newcomers feel silly, and 


ton County Primary School who are asked to 
look at and report on primary science work in 
their own school. The track from minister to 
school level, therefore, may run from govern- 
ment to county council, to its education 
committee, to its schools sub-committee, to 
each governing body, and then back again via 
all stations. That is why governors are elected 
for the local knowledge they have acquired as a 

. . L«. amnln.iar nr mp.m- 


prevent some members from speaking their parent, teacher, politician, employer or mem 
mind in case they commit social hara kin. ber of the community. 


paid the. price of narrowing the curriculum. 
Many l.e.a.-s have tried to ensure, not only by 
their curriculum statements but also staffing 


Enter a committee room and people who, five 
minutes earlier, were calling each other Doris 
and Sid, telling jokes, or swapping holiday 
reminiscences suddenly switch to “Madam 
Chairperson", or “Can we take this under 
’matters arising’?” without breaking their 
stride. 

Yet one can see why a committee does need 
a certain degree of formality. It may have 
executive poweis and be entitled to make 
certain decisions. Therefore a batting order 


policies, a mimimum offering of English 
maths, PE, a science; a humanities and an 
aesthetic or creative subject. 

The governors dp not face their legal 
responsibilities a lone -or if their l.e.a. IS one of 
the many now offering or preparing to offer 
. effective training - unprepared. The l.e.a 
curriculum statement provides a starting point 
pnd a check list of tnose issues to be consi 
; dered. The head and staff are available, and 
now required, to report upon current practice 
and also preview and update what is on offer ( 


the pupils. £ cannot escape the conclusion that 
the nation of partnership in delivering a service 


■B 


whose role as manager or me curriculum win 
continue to be critical, 

The starting point of determining the curri- 
culum fof ^particular school still lies with the 
l.e.a. Th# "(fofermj q^andkeep 

[eyiew” theft policy tin th'£ sedhlafcumcflfLim 


, the ,prqce$a but that does not invalidate the minimum in govei 
; partnership it may even be that the partners bers are .there to 1 
will tyanUp rpake common cause to ensure that study - 1 for the Bar 

! ■ the promised national curriculum is not unduly . ' A governing b 
prescriptive or;rest^riveV.;- : ^ committee. For a 

ttoaokiier ' ' ‘ .■ ■ ' iaV l JjS?* 


lind in case they commit social hara kin. her of the community, 
inter a committee room and people who, five Having some responsibility for a schools 
linutes earlier, were calling each other Doris conduct and curriculum often perplexes new 

nd Sid, telling jokes, or swapping holiday governors in particular, and not a few expc r *" 

sminiscences suddenly switch to “Madam enced ones. What is the nature of the» 

;hairperson”, or “Can we take this under responsibilities and powers, governors ftc- 

nattors arising’?” without breaking their quently ask. The first important point is tnai 

tride. they must act as a group, not as a set or 

Yet one can see why a committee does need individuals. The lady who marched into one 

certain degree of formality. It may have head’s study and demanded to be allowed w 

xecutlve poweis and be entitled to make make an immediate inspection, because sne 

ertain decisions. Therefore a batting order had just become a governor, was in the wrong, 

agenda), some background information (sup- She might well have asked for friendly chat or 

wrting papers), a record of the meeting’s' an Informal look round, but official visits nave 

wsiness and any decisions reached (minutes) to be agreed at governors' meetings, 
ire essential. Since discussions among a group It is this need to act as a cohesive group* 
if people can occasionally be acrimonious, rather than a set of maverick individuals or 
iomeone needs to chair the event to give it a pressure groups, that leads to all official paper* 
legree of orderliness and move the business • talking about the “governing body” or “g° v ' 

30, ernors” in the plural. Otherwise one governor 

The reguest to address remarks “through the might be twisting the head’s arm to introduce 

:hair” will, supposedly, reduce the possibility lessons on drug abuse whilst another might be 
someone say me, “What you have just said is seeking a ban on them. 

not true, you Dar.” Seasoned blpck belt Secondly governors, even when they hepp? n 
committee members l?arn to say Instead, "1 , to be teachers in another school or otherwise 
wonder, through you. Mr Chalrinan, If the .. professionally engaged in education, are there 
previous speaker could be asked to give us the as the voice of ordinary people. The education 

evidence for his remarks,” Delivered in an icy partnership presupposes that the profession- 


between the rlb$ as a frontal assault. Thus take responsibility for the day-to-day running 

formality should be trimmed back to the of the school, and that the governors, as «« 

minimum iti governors’ meetings, Most mem- voice of the community, will discuss matters ot 

bers are, there to help their school rather thari importance and sometimes give a broad s{ eer 
study 1 for theBar. _ ... to the direction in which the schoolis mp v,n i; 

A govemihg body is. on unusual for m , of or will ask for complaints and suggestions to 

committee. For a start, although- its -powers; Considered. At its pest it is the successful 
have been increased considerably, in recent of professional expertise and lay Interest wbicn 

years, it is. still to some extent a subrsub-sub- lies at the. heart nf effective school govern- 


porting papers), a record of the meetings' 
business and any decisions reached (minutes) 
are essential. Since discussions among a group 
of people can occasionally be acrimonious, 
someone needs to chair the event to give it a 
degree of orderliness and move the business 
on. 


not true, you liar.” Seasoned blpck belt 
comniittec members learn to say Instead, "j 
wonder, through you Mr Chalrinan, If the 
previous speaker could be asked to give us the 
evidence for his remarks,” Delivered in an icy 


between the rib$ as a frontal assault. Thus 
formality should be trimmed back to the 
minimum iti governors’ meetings, Most mem- 
bers are. there to help their school rather thari 
study 1 for the Bar. 

A governing body is. an unusual forth'. of. 
committee. For a start, althbugh- its -powers; 


-TBBSGm 




mm? 


the TIMES EDUCATIONAL SUPPLEMENT 23.10.87 






H eadlines in recent editions of 
this newspaper have indi- 
cated not only n drop in A 
level entries in the sciences 
but also reduced applications for de- 
gree courses in the sciences, engineer- 
fog and medicine (subsequently de- 
scribed as (lie sciences). This situation 
is likely to get worse between now and 
1995. Assuming that the requirements 
for degree entry do not change fun- 
damentally from two A levels (or the 
equivalent AS levels) and Ihc subject 
specific requirements remain in terms 
^mathematics, biology, chemistry 
and physics (or combinations of these 
subjects), then wc face n serious 
problem. This is not a problem associ- 
ated with the supply shortage of scien- 
ce and maths teachers, hut of the 
numbeis of school leavers. 

Over the next few years, the cohort 
of students leaving school will he 
reduced, such that for every 10 stu- 
dents in 1985 there will be only seven 
students in 1995. These arc figures that 
we can do nothing about! If wc assume 
that the same percentage of that group 
gel two A levels and tire same propor- 
tion wish to take up places on degree 
courses in higher education then the 
sciences group, from schools in Eng- 
land and Wales, will drop in rcul terms 
from 23 thousand to 16 thousand by 
1995. A significant percentage of de- 
gree candidates do not go direct from 
school to higher education, but via 
further education and employment. In 
tonscguencc almost two out of five 
candidates for the sciences in universi- 
ties, and two out of three in the public 
sector do not come direct from school. 
However, HA per cent of home students 
register for science degrees before they 
are 21 years, so the fulling number in 
the cohort of young degree students 
will acutely affect higher education 
sciences departments over the next 10 
jean. 

UCCA statistics already reveal Unit 
many sciences do mil attract many 


Future scientists and technologists - where will they come from? 


Forward pla 


•‘tore applicants limn there arc places 
avni able. A 30 per cent reduction in 
total applicants would make many 
departments non-viablc. It is of con- 
cern that in 1986, polytechnics 
attracted only 180 students for physics. 
Employment projections to (lie year 
2 (HKI indicate a growing shortage of 
scicncc/cnginecring qualified person- 
nel unless significant steps are taken lo 
redeem the present situation. 

The latest DES statistics paint a 
slightly better picture, for they antici- 

C ntc a rise in the percentage of school 
livers achieving the minimum qual- 
ifications. (From 16.7 per cent at 

S resent to 19.0 per cent by the year 
f)00). Another projection assumes 
that a higher percentage of those with 
minimum qualifications will take up 
higher education places and as a result 


adopt a more positive recruitment 
drive to attract more mature applicants 
in order to ameliorate the shortfall, but 
this will not compensate for these 
losses. Higher education is beginning 
to face the issues of falling rolls that 
schools have had during the past 15 
years, with ull the traumas of redeploy- 
ment and closures. 

One solution depends on a rethink 
about entry requirements to science 
degrees, and no doubt some changes 
wifi inkc place. But an nltcmntivc 
question might also he put. Is it 
possible that the percentage of candi- 
dates with science A levels can be 
increused such tliut, relatively, the loss 
will not be us great? 

If wc look at the number of school 
leavers with A level physics, for exam- 


Biology update 

^ . , .. conclude in n summary mid question 

for Life (2nd IvdUlim). By M \ i W jw.*, There is also a final section of 20 

tlCSIi examination questions drawn 


for Life (2nd toll dim). By M V 
® Roberts. 

Ncbon £7,25 

jjCSE Biology for You. By V 
wiillman. 

Hutchinson £5.511. t» IW 159751 X 
ff’jJ’W.for (JCSE. By I’ Aldcmm and 
f Rowland. 

Macmillan Education £4.95. » 333 
jK3S 6 

R?u l, . ,n 5 . GCSE Human Biology. 
JyM JenMns. 

™lctilnsoii £5.95. (I 09 IA4731 2 

n ® 8 °fintcd the first yeor of new 
syllabuses schools should now 
1 FJ n * position to clarify their own 
fronds for a course textbook. Stan- 
rabiology texts huve served well in 
Inf^ 1 .- 8 ivin 8 or supporting hasic 
.urination. Two basic requirements 
“new GCSE text should be that it 
extensive opportunities to 
nhp b, . olo By lo our everyday life 
nDlftiSa 00 *!’ social - economic, fech- 
j . environmental Implica- 
for ! kc interesting and readable 

?W S °[ al1 abi,itJes - 

reviewed here, un- 

J^DBtCly. Will nrnhnhfu nn I nnaurpr 


v/uiiumiiiiuii IMIIITH 

front four examinations groups. The 
hook is suited lo pupils of lower nhility 


or {merest hut the author has missed 
ihc opportunity of mu king her book 
more generally acceptable by not 
adding text of u more extended mid 

f ieneral nature to encourage pupils or 
uglier abilities. 

It is also unusual to see a text that 
deliberately restricts Its market and 
Biology for GCSE has done this by 
aiming specifically at the Southern 
Examining Groups syllabus. The book 
presents 40 topics, each covered in two 
or three pages which indudequestions 
and practical schedules. The SEG 
syllabus provides "less to learn with 
more to understand and more to do" 
and the text reflects this by concentrat- 

JaIxiU.I nf nrtNi furtl 


rearmSi j i docs hflvc pain* 8 *o 
:ft.' Wc arc still eagerly 
3thl n |JS 5 u,hor who can assemble 
ft onc^^ l g* atures of e *»Ming books 

( 2nd Edition) has 
the f o !It,l an, all il or 8 0 n!zcd to reflect 
end national criteria 

aten(W.? 38 Cr,a ^ a8 added to 

very atiSlr ,ar £ “V edition makes a 
Sab2i^ tiv °, **** u «ng full-colour 
photographs which 


ton qf Q ^t f0f the nekv genera-. 


You is another 
is unusual in that the - 

- .i m. /nor 


•■There drenuiperous 
tnaf complement the 
f^TOd in, short para- 


£. but at points a little too brief. The 
lSj- suggestion of timing each tonic to last a 

week does show the thought that has 
nn gone into producing this book even if 
the small page and type size give a 
rather cramped and old fashioned 
5 (0 appearance. 

gcrly Examining GCSE Human Biology 

uble has also been well planned in respect of 

ooks (he new syllabus demands as one might 
expect from a Joint Chief Examiner Tor 
l has the Welsh Joint Examinations Corn- 
fleet mittee. A helpful preface outlines the 
ieria aims and objectives of GCSE and 
d to three domains of skills to be ass»scd: 
ct of knowledge with understanding, hand- 
has |i n g information and problem solving, 
ends and Experimental skills and towstlw- 
|ues- tions. The text is well laid out using 
:d in nhotographs and two-colour diagrams, 
text tables and titles, and each, section 
;es a contains a variety of questions for 
ilour assessing domains 1 and 2. The mate- 
■hich rial covering domain 3 « less valuable. 

r for The p n*,|ul tchcdulMW standard 


our no huvjlc is • - 

«ra- be assessed. Some sections pro- 

A information on everyday 


itber- aspects especially th e Relationships 
t<!« BiwKnSrganisins thcme. A jMlal 


rous you are npt running a human biology 


JEFF KIRKHAM 


pic, wc find that it i's the second most 
popular A level and chemistry is third. 
(There is a significant variation in the 
percentage ofA level passes by school 
leavers compared with global A level 
figures from subject to subjeet. For 
example, only just over half the A level 
passes in English are by school leavers, 
whereas it is three-quarters for maths 
and biology, and over 80 per cent for 
physics ana chemistry). 

Most candidates starting A level 
physics would be expected to have an 
O level equivalent pass. Not all stu- 
dents with the potential to pass, take 
physics at O level. Typically, 40 per 
cent of school leavers have been 
awarded an O level equivalent in 
English, 3 1 per cent in mathematics, 30 
per cent in a science, 24 per cent in a 
science and mathematics and 21 per 
cent in English, mathematics ana a 
science. In physics, however, it is only 
16 per cent (in chemistry it is 14 per 
cent, and 16 per cent in biology). As 
the evidence indicates, about 30 per 
cent of students are capable of a pass in 
science but, for example, only half of 
these have a pass in physics. The 
reason is not hard to find: large 
numbers drop physics after the third 
yeur. For some tins will be by choice, 
but for others it will be created by the 
option arrangements in their scnool. 
This loss to the system is particularly 


noticeable for girls, for less than a 
quarter of awards in physics go to 
them. 

While this pnttem remains, the 


percentage of students takiug up phy- 
sics at A level is not likely to grow. 
Ways to open up access to A level 
physics arc either to make radical 
changes to the nature of A level 
physics syllabuses such that students 
could start the course without prior 
experience or examination success at 
16. or to change the 4th and 5th year 
science curriculum to a programme 
that retained the three major sciences 
to the end of compulsory schooling. 
Courses in balanced science, incorpor- 
ating the major science disciplines of 
biology, chemistry and physics, but in 
a double subject allocation of the 
curriculum, would enable successful 
candidates to choose any or all of the 
three sciences at A level. Ibis proposal 
makes good sense — for the potential 
degree student, for those who require 
a science background in a wide range 
of vocations, and for general educa- 
tion. 

There is good evidence that courses 
of this nature will produce more candi- 
dates for science. The article by Fair- 
brother and Skinner in The TES 
(April 18, 1986) compares choices and 
performances of two groups of stu- 
dent: those who had followed n double 
certificate science course with those 
who took two separate sciences to O 
level. It shows that the A level uptake 
in physics and chemistry of the first 
group improves and their examination 
success is not impaired. The evidence 
is strongest for girls, the group that can 
benefit most significantly ana have the 
highest potential. 

GCSE courses in balanced science 
are available from all examining 
boards. The new GCSE criteria for 
"The Sciences: Double Award” will 


strengthen these. . A \.., 
sure that the syllabuses'vSl^kmg l 
ate preparation for A level, ' 

to the separate sciences. It seems likely 
that the national curriculum proposals 
will confirm this kind of- framework. 

If in real terms, the future of the 
nation is dependent on the continued 
and increasing supply of well trained 
scientists ana engineers, then these 
developments need the full support of 
higher education, the science profes- 
sions Including medicine, and the com- 
munity at large including parents and 
governors. Only then can schools play 
their part in providing a curricular 
experience that will match the needs of 
potential graduates and the general 
population. 

Balanced science courses demand of 
students knowledge, understanding, 
skills and abilities set in contexts which 
are applied to society, related to social, 
economic, environmental and tech- 
nological issues. Tlicy are not soft 
option courses, but ones that will 
better equip school leavers to relate 
their education through science to life 
around them. They should motivate 
more lo choose science at A level. 

It is pleasing to acknowledge the 
support given to these developments 
by the Engineering Council, the Royal 
Society, the Fellowship of Engineer- 
ing, Institute of Physics, Royal Society 
ofChemistry, Standing Conference on 
University Entrance, the Council for. 
National Academic Awards and the 
British Association for the Advance- 
ment of Science. It would be good if 
these developments could be 
embraced by the whole science, ap- 
plied science, medicine and engineer- 
ing communities. 


W J Klrkham Is Director, Secondary 
Science Curriculum Review. 


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44 


i 


w B ^he idda that “teachhjAffi^^as 
■ start Whercrt^^^w*acci: pil'd 

been J jiB WreVt ars. Howl'v- 
m I he List few years 

iha^nfcSrch luis given us a clearer 
‘ofluerMa tiding of the ideas about iiatu- 
nil phenomena which children bring to 
their science lessons. 

From unearly ugc, children develop 
u range of ideas about their world 
which enable them to function in their 
physical and social environment. 
These ideas are common to the think- 
ing of children front a wide range of 
backgrounds and cultures, but may be 
very different from school science 
ideas. For example, many children 
think of u moving object sis having a 
“force of movement within it. and 
that a continuous force [& necessary to 
maintain motion; if no force is applied, 
the object's own force is used up and 
movement stops. (This wav of thinking 
may persist into adulthood, even 
among university physics students.) 

Other studies suggest that children 
are prepared to trunk of nmltcr ns 
parriciihitc In nmurc, but hnve difficul- 
ty with the notion that there is empty 
spnee between particles, or that they 
ean keep moving forever without 
something pushing them. Another ex- 
ample of children s ideas is illustrated 
below; food is seen ns “stuff' which is 
taken in in make living things grow, 
lienee plants ore seen ns obtaining food 
from Hie soil. 

These are just examples from the 
wide range of children's ideas about 
the world which have been investigated 
by teachers and researchers, ranging 


1 juappiu' ' — — — — — • 

The Children’s Learning in Science Project 

The interactive approach 

ANGELA BROOK • ROSALIND DRIVER • KATE JOHNSON 


from notions of heat and temperature, 
light and sight, air and gases, to ideas 
of heredity, evolution and the place of 
the earth in space. The ideas that 
children have about the things around 
them are certainly of interest in them- 
selves. However, if the purpose of 
science teaching [s to move children 
towards an accepted, scientific view of 
the world, we need more than just 
information nbout the ideas they bring 
to science lessons. We also need to 
understand how we enn encourage 
children to develop and change their 
conceptions. 

For the last three years, the Chil- 
dren's Learning in Science Project at 
the University of Leeds has been 
developing teaching approaches which 
take account of children's ideas and 
encourage conceptual change. Draw- 
ing on contcmpormy perspectives in 
cognitive science, the project views 
children's conceptions or natural phe- 
nomena as examples of the mental 
models which humans continuously 
construct and use to anticipate and 
innke sense of events. Children use 
existing mentul models to make links 


with and interpret any new situation; 
what is learned depends both on the 
learning situation and on the child's 
prior ideas. The link between new 
experiences and existing ideas is what 
makes science meaningful, but learn- 
ing scieucc also involves children mod- 
ifying and restructuring their initial 
ideas towards an accepted science 
view. 

This view that ideas are construc- 
tions of the human mind also extends 
to science itself nnd has a number of 
implications for science leaching. 
Firstly, science itself is seen not as a 
fixed body of knowledge but as u 
human enterprise involving imagina- 
tion, communication nnd experiment, 
by which shared models of tne natural 
world are constructed by a community 
of scientists. Furthermore, since sci- 
ence knowledge cannot be transferred 
from teacher to learner, but must be 
individually constructed, the curricu- 
lum is not viewed as “the knowledge to 
be taught" but rather as a set of 
experiences which enable and encour- 
age children to make sense of scientific 
ideas. The teacher's role becomes that 


of diagnostician and designer of learn- 
ing experiences, rather than provider 
ofknowlcdge. 

The project has developed ami trial- 
led a number of schemes of work which 
put these ideas into practice. This 
curriculum development work has 
been based on an action-research mod- 
el, where teachers worked as resear- 
chers, examining current teaching 
practices, reviewing the issues arising 
and designing revised strategies which 
were then trialled in their own class- 
rooms. Thirty secondary science 
teachers from six l.c.a.s in west and 
north Yorkshire worked with the pro- 


ject to design materials in three topic 
areas; Energy (for 10-M -year-olds), 
the Particulate theory of Matter (for 


13- 14-year-olds) and Plant Nutrition 
(for 1 3- 14-year-olds). The materials 
have been designed to provide experi- 


6una caqc help _ 
to qrefco ti-e 

Tf'va- roc** ftwnWni brit. ' "'t 
floofcup u-ia -foadth u^t. soil, 
Orvi https tht fcrtru ofoutbh. & 




^ //rZL i 


m 




xoS 


enccs which interact with children’s 
prior ideas, give opportunities for 
critical evaluation or existing know- 
ledge and encourage conceptual 
change. 

This conceptual change model is 
reflected in tne design of lesson se- 
quences. Initially, children arc encour- 
aged to make their own ideas explicit, 
and to share and compare their views 
of the world with those of their peers. 
This is followed by experiences which 
encourage children to clarify, evaluate 
and restructure their Ideas. Later les- 
sons provide opportunities to apply 
new knowledge in familiar and novel 
situations, and at the end of the 
sequence, children are helped to assess 
the change in their ideas. A wide 
variety ofclassroqm strategies involv- 
ing small-group work are employed in 
AeneachYng^sttitfmeiVYhdto Include 
poster production, children's personal 
diaries, worksheets, structured writ- 
ing, brainstorming, card-sort exer- 
cises, experimentation and technolo- 
gical problem-solving. 

Children’s reactions to this different 
way of working in science were gener- 
ally positive; diaries included com- 
ments such as: 

"We were able to think a lot more for 
ourselves and we were nble to put 
forward our own ideas, and each idea 
was discussed." 

"Our experiment had mistakes in nnd 
we learned from them. This is why I 
liked it most of all.” 

"This way of teaching is a little diffe- 
rent to how I have been taught by other 
science teachers, eg more of the 
class’s ideas are brought forward and 


arc used to explain things and to help 
other pupils to understand.” 

Reactions from teachers were also 
positive, though most were conscious 
of the constraints of the day-to-day 
demands of life in schools. All the 
teachers recognized the demands of 
"diagnostic teaching": 

"It is more difficult to set up than 
‘traditional' lessons. You really need 
to think ulicud. It's essentially a dyna- 
mic process.” 

“The teacher is required to plan care- 
fully and to be ublc to think on his or 
her feet.” 

Sonic teachers commented on the 
enthusiasm with which children en- 
tered into the new activities, and were 
encouraged by the extent to which less 
confident children became involved in 
discussion work. 

"I found it refreshing that so many 
children were enthusiastic about being 
given the opportunity to express their 
own ideas and to test them.” 

“As the teaching progressed I noticed 
increased willingness on the part of 
pupils to involve themselves in the less 
familiar lesion activities, eg discussion 
work.” 

Clearly, teachers are themselves 
part of tne curriculum in action, and 
make an essential contribution to the 
learning process. However, we also 
recognize that, just as children have 
prior ideas Bbout the natural world, 
teachers have prior ideas about the 
teaching and learning process, and it 
may be that these personal beliefs are a 
major factor influencing their actions 
in tne classroom. An important aspect 
of the project’s work nas been this 
provision of opportunities for teachers 
to reflect on their own ideas Hbout 


of the 


iect’s work has been this 
f opportunities for teachers 


teaching. This reflection on what hap- 
pens in classrooms, and in the personal I 
theories which shape it, enn help to l 
bring about changes in practice. t 
The project is currently developing I 
INSET materials which give teachers 
opportunities to consider their views of 
teaching, learning and science, class- 
room strategies and ways of adapting 
their leaching to take account of 
students' prior ideas. The project has 
also begun an Investigation of the 
development of 'children’s ideas in 
science throughout schooling with a , 
view to providing information which 
may help teachers to take u longer 
view of the learning process. 

The Children’s Learning In Science Project 
Is directed by Dr Rosalind Driver, Reader 
In Science Education at the University of 
Leeds. Angela Brook and Kate Johnston 
are prolect research staff. The project has 
been funded by the DES and SCDC 
through the Secondary Science Curricu- 
lum Review. 

The teaching schemes package Is available 

g ' rlccd £30) front The Business Secretary, 
•litre for Studies In Science and 
Mathematics Education, University of 
Leeds, Leeds LS2 9JT. Further informa- 
tion about the project can be obtained 
from the CLISP Project Officer, at the 
same address. 


ASTON UNIV6RSITY 
NEW for 1988! . 

A B.Sc, degree programme in: . ■ 

ELECTRONIC ENGINEERING AND 
APPLIED PHYSICS 

The national shortage of graduates in both subject 
areas makes this a splendid career opportunity for 
new undergraduates. 

" l. ■ ■ : 

This new-honours degree programme is available as 
a three-year full-time degree or as a four-year sand- 
wich, degree which includes a period of professional 
training. • ' • '*■■>*: •. ■' '/ 1 

Pe tails from: Admissions .Tutor, D. Crumpton BSc, 
PhD. CPhys. CEng. FInstP. FTEE., Department of 
Electrical and Electronic Engineering and Applied 
Physics, Aston University, Aston Triangle, Bir- 
mingham B4 7ET. (Tel: 021-359 3611). 


T he Technology through Elec- 
tricity, Electronics and Mic- 
roelectronics fTEEM) project 
grew out of developments in 
three schools In Cheshire, and was 

ho holUf Ik-. ... k 


Using electricity and electronics creatively 

All TEEMed up 


electricity experienced by pupils aged 
1 1-13 could be used to develop skills in 
technological problem-solving as well 
as developing scientific understanding 
and knowledge . It waf felt that the 
range of experiences in present courses 
was too narrow and lacked progres- 
sion. The powerful technology 
framework would also provide a 
'foundation for electronics, microelec- 
tronics and control technology. The 
course aims to capture pupils’ imagina- 
tion by using electricity apd electronics 
creatively to control models' made 
from Lego and Fjshertcchnjk. 

. Hie course hasibeen seen to work 
'effectively, providing some of the most 
exciting lower school science work 
available with genuine pupil-directed 
investigative work and a high level of 
motivation. Every effort has been 
mode to design a course which pro- 
vides active learning and is manage- 
>bto with full classes. Circuit concepts 
arid skills In technology are developed 
through a mixture of experiments, 
. struct uredcontrol-activlties and a pro- 
jject, i winding Introdudfoiy units bn 
^computer . control. A pupu jaiso de- 
" • ‘ • ' • sr ■ ' .-•* i *' \ ••OSiSSkiii . 


TREVOR CROSS 

velbps the ability to put thoughts and 


imaginative ways of thinking needed to 
design solutions and comes to appreci- 
ate that there are a variety of solutions 
to any one problem. , 

Pupils learn to work in. a team and to 
express information ori, pqper, on a 
wordprocessor and through diagrams. 
The essential difference between the 

• course and more traditional science 
courses lies In the greater emphasis 
placed on the design process. Pupil add 
teacher response to the course has 
beop very encouraging with no appa- 
rent sex difference ip the amount of 
interest, motivation and inventiveness 
being shown between boys and girls. 

TEEM replaces and extends existing 
courses within the science curriculum, 
provides a link between the traditional 
roles of science andCDT departments 
and mikes a contribution to a pupil’s 

• information : technology education. 
Close' links are bejpg encouraged: af 
school level Sor that pupils experience k! 
c Pner?nt' andllnked curriculum. 

, Tne course has been under develop- 
•W Mu jbeeq rixten- 

■ ^schdofen W 


authority. The remaining schools be- 

6 in using it this year. The course is seen 
y the authority as a major ptep Jd 
providing entitlement for all pupils in 
this area. It i$ part of the authority s 


Curriculum Review (product No TOS 
in the directory and p40 of Better bcl- 
end.: Approaches to Learning, book 
4). British Petroleum has proved 
funds through the SSCR system 
teacher secondment to eo-ordinate tn 
development and the authority has pro- 
vided financial support to schools tor 

W, Many "of the objectives arc skill 
rather than knowledge based and *9 
the. assessment is in the .form ot an 
extended report bared objectively on 
criterion-referenced ■ profile state- 
ments gained from observations or 

pupils working, "can do" tests, ■ 
written test and a pupil’s own sen 
assessment. . . . 

The course uses both standard aim 
soedallv designed Locktromc* 


yMwwmiuin kill 1 , » 

Juraaed at • two ptfts wfakfc can be split in various 
perience a Ways according to the needs of parncu- 


Jar -schools. 



■pj frTiitfES EDUCATIONAL SUPPLEMENT 23.10.87 


TEEMed up continued 

3 parallel circuit if two components arc 
to work together, the use of a series 
circuii if one component is to control 
another, the idea of resistance ami 
importance of timing ami sequencing 
inconlrol circuits. Pupils use a range m 
controlling devices (micros witch, mer- 
cury tilt switch, real switch, light 
dependent resistor, variable resistor, 
computer input mul output) to design 
and build solutions to problems using 
lamps. LEDs, buzzers mui moiois. 
•flie development of technological, 
creative and inventive skills are seen to 
be very Important and set the electrical 
circuits work in h meaningful context. 

Some idea of pupil activity and 
progression can he seen from ii’list of 
the unit titles: 

|. Investigating components mul 
measuring currents; 

2. Scries ana parallel circuits; 

3. The LED game; 

4. Investigating switch control; 

5. Communicating using electricity; 

6. Building nnd contolling n vehicle; 

7. Automatic control of n vehicle; 

8. Lighthouse project; 

9. Changing the current; 

10. Sequences for a buggy, 

11. Computer output control; 

12. Using computer inputs and out- 
puts 

13. Final project. 

The computer software supplied 
provides an environment for initial 
control using one input nnd one output 
with a syntax and Inngungc free struc- 
ture, a buggy control system linked j 
visually to the operation of the circuit. I 
3 sensing and display package and u 
computer-based reporting system. It 
should be pointed out that the compu- 
ter-based work is only a small (hut 
necessary) part of the course. Most 

a time is spent designing and 
ing conventional circuits. 

The aim of part 2 is to provide n 
bridge between electric circuits and 
electronics and to introduce different 
ways of thinking. An understanding of 
current flow Ims Always been essential, 
but in electronics and’ microelectronics 
wnenis nrc very small and voltage 
mange is the concept to he developed, 
ng arc encouraged to extend their 
'®*Hng hi terms of ’‘blocks" with only 
Mrol signals" passing between 
««H.The progression to ' one circuit 
gnlrolli ng imollier” is developed 
“rough the use of reed relays and 
«P*itors to produce liming circuits as 
■nn ural progression from the ntccliu- 
roca! and computer-based liming in 
F* *• The range of control Is ex- 
SLystaft ,,n onhitt forward/ 
25“? DRIVER with the emphasis 
l,,,c drcuf* controlling 
•nower. The driven circuit is seen as 
separate front the controlling 
# * n P urt L constructional 
nn integral purt. Links 
»Wcd 1° information tochnolu- 
™ the opportunity for pupils to 
rx? lc worksheet outlines supplied 
*3* u ? l na wordprocessing, 
the units in part 2 nrc: 

K n,?aJ? ircuil contolling another; 

■ Budding a burglar alarm; 

17 ?u n . ng ® ntJ us,n 8 charge; 
s E* ctr °n«c control; 
in' fhort-time memory; 

20 r*nl , ®.- a IwmMcnt memory; 

J SEP 01 * electronically; 

22 A m i 8 and scMuencing; 
“»acJrine* UlCr ” COn,r<> ** c< * was * , ' n S 
i Project. 

it o? M :? ncs control circuit to turn 
Um^^y^ould for a lamp or 

S||U,m DR ? y l,! .«* wi,h ‘he 

aodafeolfi 1 lev , e ^fV und a l>> room 
i be kJ screen to operate 

computed fclta way the use of 
req B , h /S ntr .°l nn ' £S djr cclly to the 

mentuSunlh 6 f n thc dcvelop- 
l Aat{IKP / |? r }heir hard work and 
latematin^?P? r (no „ w . al ‘he 1>cnt 
ti,r ^hool Tech- 
ture. ' ■ Poncing the initial struc- 




Geoutne pupll-dfrected tnvasttgattve work nppBalt to boya and glrla alike 

Primary science 

Time-worn 

mistakes 

LYNN NEWTON » DO UGLAS NEWTON 

S cience education has, at last, should be building on the foundations 
been given a speaking part on of skills . processes and produtts laid in 
the primary school stage, the primary school. The exemplars and 
Rightly or wrongly, it will materials for older children ore nm 


• m llic primary school stage, 
Rightly or wrongly, it will 
tend to he judged by its first speech. 
However strong the arguments for 
primary science teaching, its fate will 
be determined by its actions. If the 
science is trivial, weak or irrelevant 
then it will be neither respected nor 
valued and will end its days in the 
wings as an extra. 

Primnry science education has set 
itself a difficult task. It does not sec its 
main aim as teaching the products of 
science; its concepts, laws and gener- 
alizations. Instead, it wants to devolup 
a scientific attitude in children, to 


TEEM pack 2 an 
Brandi ' r* ^ fochjrom Schools 
lSQ^rafk Umy , ttd*' Chester. CHI 
Eadi tori ? r °f° l authority order. 
k ftw afar a teachers guide, 

S Hp for P»P« bamution 
Mtowr sheets, assessment 
40 track BBC disc of the 
ty a single Institution, 


Slree, ‘ OUi ' 

the 3 .^ supply price details of 
'^iMuf^So or Fischerteehnik is 
Marions suppliers t, ■ 


discipline their approach to idous and 
information untl liow (hey avaluHle 
them. Of course, skills nnd processes 
cannot readily he developed in n 
vacuum and it is largely through the 
vehicle of the products of science that 
the end is to he achieved. Various DES 
and 1 IM1 documents identify the ma- 
jor products which primury school 
children should experience. So Hie 
products of science, sometimes dc- 
menned and despised In their lesser 
role, arc very pertinent to the success 
tif primary science. They ure also the 
hits of primary science most accessible 
to society. Wny then, Is more care not 
taken to nvold the time-worn mistakes 
of Inst year’s secondary school science? 

Resurrected like Count Dracula, we 
find the classical, spouting-can error. 
The lowest jet does not reach its 
maximum range on a level with the 
base of ihc can. Primary science is 
nothing if it is not mainly a practical 
activity. Can those who propagate 
such errors really believe their own 
dictum? Similarly, does a ruler in a 
beaker of water really look like that? 
Or is it a false analogy with the 
refraction of a ray of light through a 
glass block? Arc water-wings now so 
effective that the displacement of air is 
what matters? Does light through a jar 
of water really produce a spectrum in 
the shape of an arc? Bad science is not 
confined to pictures. Elsewhere we 
Gnd, for example, detailed expositions 
of centrifugal force and momentum 
defined as energy. , 

But more important than the mis- 
conceptions themselves is the under- 
lying attitude to primary science which 
many seem to have. It seems that their 
first source is elementary secondary 
science. Now, secondary science itsen 
is changing and more emphasis is 
placed on skills and processes than 
before, but it is not this science which Is 
the source of inspiration but, lh« o r 
several decades ago. Should primary 
science comprise me cuHrift “JJJJJl 
dary science? Is it to be noth ng. more 
that pulled-dowilowei-sqhodsaege, 
re-wnlten with shorter words? Does it 
haw nothing of. its awn to sayj 
■ Having dended to emphasis prac- 
tical skills and processes, they™®* be 
practised with material which is re- 
levant and appropriate to the vouDgeT, 
chiW Woerai; that material should 

mem and should bean to projw-a 
mhm>nr 4nd orkanizkd view of the 


should be building on the foundations 
of skills, processes and produtts laid in 
the primary school. The exemplars and 
materials for older children are not 
necessarily those best suited to de- 
velop such foundations. 

The credibility and respectability of 
primary school science will tend to be 
judged on its teaching materials. An 
established subject can sustain and 
survive the occasional bad actor. Its 
reputation is robust and its longhistory 
inclines the critic to patience. Primary 
science education is not yet in that 
secure position. 

Lynn Newton is Lecturer In Primary 
Education (Science) at Newcastle Uni- 
versity. Dr Douglas Newlon Is a science 
teacher and science education wdler. 




45 


GINN PC SCIENCE 


A structured and flexible, complete science 
programme for the full primary age and 
ability range in seven Levels. 

The programme director is Sinclair MacLeod, 
formerly Director of Scotland's Primary Science 
Development Project 


LEVELS 1 & 2 FOR INFANTS 

Publication March 1988 


GINN SCIENCE PROVIDES: 

• resources for a full and balanced science and technology 
curriculum. 

• well structured development of scientific content, clearly 
defined progression, and coverage of scientific concepts 
appropriate to the various Leve Is. 

• clear Introduction and development of process skills 
through practical activities and Investigations. 

• core and extension activities put Into contexts by pupils' 
Story Books and Topic Books. 

• extensive support, back-up ideas and Information In the 
Resource Hies making the programme flexible and easy lo 
teach by specialists and non-speclallsts alike. 

• problem-solving as an Important learning strategy 

• built-in record keeping, assessment and evaluation. 


THE FIVE STRANDS 

Ginn Scfence Is built around five well recognized 
strands of primary science practice. 


Energy end 
Forces ^ 



Ourselves and 
Healthy Living 


Materials and 
Their Uses 




W Earth 
j and Space 

Other 
Animals 
and Plants ; 1 



if you wish to join the more than 5,000 schools 
registered lo receive early Information about this 
major new programme and its development please 
complete the Registration Form below 


Publfshad by Ginn and Company Limited, Prebendaf House, 
Parson's Fee, Aylesbury Buckinghamshire HP202QZ. 
Registered In England No. 542457 


INFORMATION SERVICE 
REGISTRATION FORM 

to: Ginn and Company Ltd, FREEPOST Aylesbury 

Buckinghamshire HP20 1BR 

(No stamp needed if posted In the U.K.) . 


PTP20T 









THE TIMES EDUCATIONALSUPPLEMENT 23.10.87 




jy^mnul Dirac, who died 
^^Pwas one of Si^uPnRiped 
■ winner aJtytMHH fflianiiing in 

A tq xwHfWIeaguc lahlc very 

wlSsiSiPwn^ Is our place in any 
j^HBrinieriiatioiial comparison of 
slandnrds of science education. When 
the scientific progress of pupils from 
this country is compared with pupils 
from the rest of Europe, we do badly. 

Wind cun explain Britain's poor 
rating in scientific education when 
these comparisons arc made? When 
our exceptionally ahlc scientists have 
done so well, it would be too easy to 
say that the test materials themselves 
urc based upon a view of science which 
docs not favour our pupils. It certainly 
cannot be that the science material we 
I tench is inappropriate, for science 


^Science for all — with respects to the memory of Paul Dirac 

Outward signs of success 


teachers themselves have constantly 
spearheaded change, firstly through 
Nuffield schemes and latterly through 


few who might lie "marginal 11-plus 
failures". It was still a top-down pro- 
cess. 

The CSE assessments, chough a step 
in the right direction, were based 
firmly upon the O level model and 
even these were designed to be of use 
with only some 45 per cent of the 
population at most. For many years, 
no appropriate science teaching ma- 
terial was available for the remaining 
40 per cent (assuming O level was 
targeted at the top 15 per cent of rhe 
population). The large "non-examina- 


thc SSCR. Clearly, science depart- 
ments of British secondary schools are 
powerhouses of change and innova- 
tion. of hard work and dedication. 
However, any comparative figures de- 
pend upon consideration of a repre- 
sentative cross-section und [ feel much 
of the reason for this apparent anoma- 
ly lies with the historical development 
of science education nnd has an impor- 
tant message for us all. 

When science education at secon- 
dary level was first established in 
Britain in the 1930s, it was very much 
seen ns part of a grammar school 
education And only of interest to the 
“high flyers' 1 , the meritocracy. In- 
deed, it was not until the 1950s that 
secondary science education as we 
know it now was bom. Secondary 
modern schools of the early 1950s did 
little science work with their pupils and 
when they did. it tended to be for those 


lion" rump became a problem in many 
schools and teaching these pupils, ana 
to some extent the CSE group too, wus 


held in low esteem by administration 
and tenchers alike, despite heroic 
efforts by science tenchers themselves. 

The o vc ml I Impact of this policy of 
science for the meritocracy begins to 
offer on answer to our question. 
Though huge efforts Imvc been made 
to improve the level of understanding 
of science, this has hud an impact on 
only 60 per cent of the population. The 
15 per cent who were O level candi- 
dates benefited from the Nuffield and 
other initiatives and the 45 per cent 
who were CSE candidates benefited 
from ROSLA and Mode 3 pro- 
grammes. 

International comparisons such as 
those by the OECD are not so selec- 
tive. Their surveys look at a whole 
cross-section of the population and 
that includes those pupils who. in this 
country, are classified as “non-ex- 


PHILLIP AHMITAGE 

ami nation" - up to 40 per cent in 
rcnlity. Even minor improvements in 
the understanding of science for this 
“non-examination" group is bound to 
have a significant impact upon the 
outcome of any assessment applied to 
a truly representative cross section of 
pupils, while a "tail" exists, the aver- 
age for the whole group will always 
depend upon their performance. 

what must we do if we are to 
improve the overall national position? 
I firmly believe that we still need an 
appropriate scheme of work and one 
which improves the level of scientific 
literacy for these “non examination" 
pupils. For any such scheme to be 
successful with this group of pupils, the 



following criteria should be met. These 
critierifl arc offered in no particular 
order: 

1 . The work done must be relevant to 
the world ns experienced by pupils. 

2. The science must be enjoyable. 

3. The programme of work should be 
constructed so that it builds upon 
past experience. 

4. The work must have esteem in the 
eyes of pupils. 

5. The work must have esteem in the 
eyes of other senior staff. 

6. The programme of work should 
have external validation so as to 
have recognition by parents and 
acceptance by industry and em- 
ployers, 

7. The scheme should be part of a 
regional or national programme 
and should not be Idiosyncratic to 
one school. 

If the above seven points represent a 
reasonable list of criteria for any 
science course for those pupils normal- 
ly classified as “non-examination", 
what Is happening now to meet criteria 
Of thls klAa?, ' 

Not surprisingly, many SSCR spon- 


bbLK papers * Me? Teach Science 
Book I and Book II) and publication of 
many of these is underway. 

In 1986, the SEO GCSE Board 
approved an inter-county proposal for 
the creation of a limited grade (G - C) 
Mode 2 GCSE based on "Science at 
Work". The number of schools using 
this scheme is around 300 and stiu 
rising as more schools recognize that 

K ‘ s only two or three years away 
having a vote must be given the 
most appropriate science education we 
can offer them. Very slowly, senior 
staff in schools are accepting that the 
level of teaching skill required in order 
to succeed with these pupils must be of 
a high order (criterion 5). Since the 
material has been spccifioally created 
for this group of pupils and ft has not 
been done by reference to existing 
O/GCSE type programmes, then it 
meets criterion 3 and, incidentally, it 
“ to satisfy criteria 1 and 2. 
The "Science at Work” scheme, 
which is the basis of this Mode 2 


Rooperi Introduce a new range of WALL CHARTS. They are 
clear, concise and attractive, Plastic lamination on both 
... - ... sides makes the charts ' extremely 

durable and allows the use of water 
! v, ■■■■' based markers for adding extra 

•’ 4 ;• Information which can he easily 

_ erased when no tonger.requlred. 



GCSE, is widely used so it cannot be 
said that it is idiosyncratic to one 
school or small group of schools - so it 
satisfies criterion 7. 

This leaves only criteria 4 and 6 - 
that is. the programme "must hnvc 
esteem in the eyes of the pupils" and 
"should have external validation". 

The Southern Exnmination Group 
Scheme again wins hands down. At the 
time of writing, no other GCSE Board 
has an up and running examination 
such as tne SEG Mode 2 “Applied 
Science" (the title may be misleading: 
it had to be such so as to avoid other 
names already associated with existing 
programmes). Based firmly upon “Sci- 
ence at Work" materials, this scheme 
leads to assessment which can gain, at 
best, a Grade C at GCSE. It therefore 
meets criterion 6. All that is left is the 
all important question of the pupil's 
own self image and the worth they 
attach to their work. 

Any programme which lacks rigouT 
or is not acceptable in some way as a 
"proper" science education is bound 
to fail. Pupils are very conscious of 
their peers perception of their own 
efforts. In the past, most of these 
pupils have had no externally validated 
indication of their success, however 
limited It might be. Some schools have, 
of course, used their own “school 
leaver's certificates" to try to offer 
these pupils some outward sign of 
success, but if these have only local 
currency, they can only have limited 
impact. The SEG scheme overcomes 
this by making use of the Science 
Certificate run from Bristol by Avon 
l.e.n. This was originally known as the 
Avon/Wilts Science Certificate be- 
cause it was devised by a group of 
teachers drawn from these two coun- 
ties. It motivates pupils through skills- 
based assessment by: 

(a) the award of an attractive certifi- 
• cate to those pupils who .demoris- 
■ ' i trate an appropriate level of skill 

mastery; 

(b) being integrated into the GCSE 

scheme. 

The growing number of authorities 
whose schools have access to the 
scheme shows that it helps science 
departments to meet criterion 4. At 
present they arc, in order of joining, 
Avon, Wiltshire, Gloucestershire, 
Cornwall , Hereford and Worcester, 
Dudley, Wolverhampton, North- 
amptonshire, Cumbria, Bedfordshire 
and Enfield. Details of the scheme 
have already been made available [The 
TES Science Extra 12.9.86). It offers 
science departments a set of assess- 
ment opportunities which are: 

* Criterion-referenced rather than 

norm-referenced; 

* Skills-based rather than knowledge- 

based; 

* Intended to be used in a formative 

way. 

The teacher can use the scheme to 
assess one or two pupils for a particular 
skill whenever they are thought to be 
ready, and so the pupils progress 
through the assessment at a rate 
appropriate to their needs. Unlike 


Antifreeze 


Antarctic Science. Edited byDWH 
Walton. 

Cambridge University Press £25.00. 0 



itiSR 


The late Profoaaor Paul Dirac 

some other material, the Science Cer- 
tificate scheme is not tied to one 
particular teaching programme, 
though it does work very well with 
schemes of the “Science at Work" 
variety. 

Perhaps the most valuable aspect for 
this group of pupils is that the scheme 
offers them what is likely to be their 
first outward sign of success. For many 
of these pupils who are unlikely to be 
following any other GCSE pro- 
gramme, it also gives them a degree of 
self esteem and parity with their 
friends. Since the science schemes they 
follow mainly cover programmes simi- 
lar to other integrated science courses, 
those pupils following the Mode 2 
scheme are able to demonstrate to 
their fellows that they, too, are study- 
ing n GCSE science course. This must 
improve their own self image; criterion 
4. 

The local school benefits of this 
assessment scheme are now widely 
recognized and appreciated by the 
stan and pupils that use it. The 
national benefits are, as yet, seminal. 

If we can Improve the level of 
participation, enjoyment and under- 
standing of science for the 40 per cent 
of the nation's children who, all too 
often, have been seen as n lost cause, 
then the overall level of the nation's 
“feci" for science will be improved 
significantly. 

The Nobel Prize was awarded to 
Paul Dirac in 1933, when he was 23. He 
had been eduented in Bristol schools 
nnd at Bristol University and a few 
years ago, just before his death, a trust 
was set up in his name to Award an 
annual prize to any pupil aged 13 or 
over, educated In tnc county of Avon, 
for an outstnnding piece of original 
science work. The trustees hope this 
will encourage able pupils - perhaps 
towards another Nobel Prize. 


and technology, but also in terms of 
levels of secondaty science education. 
The measured scientific performance 
of our children reflects what most of us 
know already; we do a very good job 
but, as yet, we do not do it lor "all •_ 

Dr Phillip Armltage Is Senior Adviser In 
maths, science, technology and com- 
puting, for Avon. 

plenty to interest the physicist, biolog- 
ist and chemist and for the political 
scientist there is a separate section on 
the Antarctic Treaty. There are a very 
small number of minor editorial slips 
such as the omission of a table showing 
blubber thickness from page iw- 
Some additions to the index would oe 
helpful if included in a second edition. 

No science teachers worth their sail 


ngs. Much of 



I.- 
- -wJ, 

VM 



The range covers Human Heart, Skel&tori; Digestive Tract 
' Respiratory System, Eye & Ear, Teeth, Plants, Germination, ; ; iy 
; Malaria, Locust and Housefly. V . 1 ' 

'Additional titles will be produced at regular Intervals. ./• y. ... ... . . 

Rdopers Company, 20 Ridgewood Industrial Park, Ucklleld, East Sussex tN22 5SX 


T p»mfES EDUCATIONAL SUPPLEMENT 23.10.37 


MEDIA 



Down South 


Michael Gordon packs it in 



O nly nine of the 15 ITV com- 
panies nclmilly make schools 
programmes, yet all have 
education officers. Their job 
is to back up schools TV programmes 
and promote their effective use. Some 

3 reducing" companies, like 
j TV South cun give their 
education officers a broader remit. 

Hilary Durainn. two years at TVS 
and its first education officer with a 
major responsibility for schools, com- 
pensates tor the company's non-pro- 
iking role by helping to create educa- 
tional video material out of its main- 
stream output, concent ruling on the 
area of media education. She stresses 
ibu this sort of mute rial isn't to he 
wo fused with schools TV. Neither 
toes it depend on "behind the scenes" 
ijpe portruyul of the medium. 
jVo resource packs, including 
tox, arc now neuring completion, 
w Video component is. cssent hilly. 


_ v > 1 ii u i U4 n 1 1 if i 1 * I uii i ■ i iT^M a>ri 


™n output, together with mistrue- 
wredblis and pieces of video. "1 will 
ktriB rag bug- It's the only way I cun 
of them," says liilury Dmniun. 
'tew may include interviews with 
(*°§rammc makers, out-lakes, pro- 
n»i»nal trails, title sequences, liming 
simply raw bits of television, 
^Mricd without editorial intent. 
^ of them soundless. The sort of 
ryS Hint un enthusiastic teacher, with 
fo a TV station culling room 
pails (toor) might create. If. that is. 
ry had time and the freedom 
copyright restriction that next 
^ars copyright legislation is almost 
*o*m to bring to education. 

enthusiastic teacher is 
wian Bowker, enjoying a second year 





Anal, held at 
w; London, has got 


Lj t 

Vr 


agHin centred on a TVS programme, 
this time from a popular science series. 
The pack, to be published early in the 
new year, also includes a book with 
chapters on representation, produc- 
tion , ITV's structure and so on, as well 
as classroom materials. The pro- 
gramme, about DNA, is garnished 
with interviews- (conducted by 
teachers) with presenter, researcher 
and director. One extra benefit is that 
GCSE science classes could use the 
pack to look at the way science is 
represented on television. 

These twopacks will become the 
jewels in the TVS education crown, yet 
they could be criticized by some for not 
being very sharp edged. Neither oro- 


contentious issues. Concerns like 
screen portrayal of race and gender, or 


.• an how- to Itself on 
j.tourW rf Yorkshire 
•pwent* an Inte resting 


ri (fairs, und as a result of an attachment 
to the regional Facing South current 
uf fairs programme, has made a pack 
culled Talking Television - Facing 
South, focusing on a programme about 
poachers. Bowker followed the pro- 
gramme's progress, envesdroppea on 
cditorinl decisions nnd noted conversa- 
tions of the crew. 

However, there's no directive voice 
over or "this is how they did it” 
approach in the video. “That would be 
another construct," he says. ‘Tm more 
interested in getting children to look at 
tile decision making process in an 
active way." 

Thus tnc "rag bag" of material 
attached to the programme demands 
teacher medintion. The idea is to make 
the children make their own decisions. 
Should this (rather gory) trail be 
shown during daytime TV? Should 
interviews with confessed ex-pouchers 
be inrliitlcd lit any risk? (The showing 
of the original programme resulted in 
un at lack on one interviewee's prop- 
erty). Whm lire the considerations 
about attaching title sequences nnd 
station locos? 

Naturally, there's plenty of printed 
inulerinl. hut Bowker s involvement of 
u group of West .Sussex tenchers In all 
singes of the creation of the pack, from 
watching raw material to designing 
worksheets meant n resource creotcu 
by puientinl users. A spin-off result 
was u group of teachers with more 
insight into a medium. TVS hns work- 
ed with nearly 1(10 tcuchers, primary 
und secondary, in this way. 

Hilary Durman did so when she 
started the project Teaching Television 
- The Heal World, this time with a 
group of teachers led by Dr Andrew 
Hart of the University of Southampton 
Education Department, who took on 
the role of editor. The resulting pack 


question to TSB and possibly to the 
(BAs whether or not the bank can 
advertise during the show. At the 
moment, TSB haven’t decided. 

The IBA regulations say that co- 
binders and programme sponsors can 
advertise within screenings of events 
they sponsor, "provided there Is no link 
with the programme In content or 
style". TSB ’s marketing strategy is 
based on music's attractiveness to 
young people; its ads are decidedly 

"poppy ■ 

what is the difference between live 
theatre and TV drama? Can the same 
productions survive in both media/ 




for many a GCSE _ 

Pupils and teachers in the TVS region 
win have a unique opportunity to start 
some initial research, this week and 

^Ffrst they can go and see Way Out of 
Order at the Redgrave Theatre at 
Farnham, Surrev (until November?) 
Then, early in the new year they can 
see the same play, with 
performed as a three-part TV series. 
The story, on which director, writer 
and cast are working together » 
another or those aimed ar wooing 
you ns viewers between the late teens 
urn! early twenties. It wfl £ Brn * ri * 


pany would allow self-inflicted wounds 
in the name of education? 

Julian Bowker defends some of the 
Facing South material as concerned 
with news values, but agrees that he's 
taken the "softly, softly" approach, 
working gently towards harder issues: 
'i’ve had the run of the company, 
asking Questions to evcrvnne. oninn 


where [ liked and J don’t think- I've said 
the wrong thing yet." Hilary Durman 
points out that science's representa- 
tion on TV is under-represented, 
whereas news values and stereotyping 
have been thoroughly dealt with. Both 
have been pleasantly surprised by the 
seriousness with which programme 
makers have responded to tneir re- 
quests and questions, with hardly any 


suspicion that their work will result in 
“tokingthe magic away". 

The TVS education officers - pnn of 


the company’s larger Community Unit 
- hnvc been involved in more educa- 
tions activities since expansion two 

g :ars ago. They’ve sponsored the BFI 
aster School, part-funded (he South- 

on Group (with 

Southern Arts and Hampshire LEA) 
and they are promoting a major Youth 
Arts Project colled Artswork, for next 
year. There arc also six video packs 
about to be mndc available. Like 
Talking Television - Facing South, 
they’ll sell nt under £20. but they'll be 
more directly concerned with other 
nrcas of the curriculum - from per- 
sonal nnd social education through 
sport to money management. At the 
heart of each will be videos from 
existing TVS material. 

If this wasn’t enough. Hilary Dur- 
man dreams of creating what she calls a 
"Television in Education" team, in the 
image of Theatre in Education. It 
might be a group of teachers and TV 
'professionals, armed with hardware 
and visiting schools to do participatory 
simulations - all as part of long-term 
media education work in schools. 


they are sick of hearing trails for the 
new Radio 4 Soapy (Soap Opera 
Attempting to Portray Youth) 
Citizens . which starts this week? 
(Radio 4 Tuesdays and Thursdays 
from October 27). 


AFTER a h 




successful first edition, 
xt 

bank of bomwable tape cassettes. 
There’s now a staggering 150 hours of 
material available. 

The original Idea was to make educa- 
tional programmes of local interest 


II FI nn rill j iW 


Merseyside. There were many requests 
from schools and colleges outside the 
area, so Radio Merseyside Is offering Its 
loan service nationally. Programmes 
are aimed at the upper junior age range 
and beyond, and Include The French 
Connection - real-life eayesdroppinas 
on French finally Hfe. and Fit for Life, 
In which footballer Adrian Heath finds 
out that diet Is as Important to health as 
playing for Everton. 

Schools inside the areas served by 
Wlrral, Uverjlool, Cheshire, Sellton 
and Clwyd authorities have access to 
the tape libraries via Ihelr education 
offices. Those outside the areas can gel 

Merseyside, 55 Paradise Street, Live* 
pool LI 3BP. 

■ ■ L,». „ ,.Nick Jisfcsc 



T have made the assumption (hat the audience Is like me and would like to see, for 
once, a fine, high, always visible arc of forces, moving in Bill view to a single 
explosion*, Arthur Miller Is quoted as saying. Viewers will have the chance to see 
that arc for themselves on BBC2, when The English File presents A View from iht 
Bridge. It will be aired In three ports, on Friday November 6, I3and20at I2noon. 
A two-part documentary film on Ihc background to the play will be shown today 
(October 23) and next Friday. In Red Hook, Not Sicily Arthur Miller tnlks Tor the 
first time on TV about A View from the Bridge . Mennwhllc, In an Interview next 
Friday on Omnibus! BBC1 October 30 1 0.20pm ) he wl IJ t al k about his life nnd career. 
The programme coincides with the publication or bis autobiography , Timebends : a 
Li fe * 




, f % ■ 


FREEfflB 


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you a free copy of The CoIJrm Dictionary and 
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THE TIMES EDUCATIONAL SUPPLEMENT 23.10.87 



END PAGI 



and Morals: Hogartli and 
tlsh Painting 1700-1760. 

Tate Gallery until Junuary 3. 


If Hagnrth was the decisive figure in 
freeing British panning from foreign 
domination, this generally enlighten- 
ing and enjoyable exhibition refuses to 
let him completely overshadow impor- 
tant contemporaries. What is more, a 
proper place is given to those foreign 
painters who assisted in the eman- 
cipation of native talent, like Joseph 
Van Aken who brought an everyday 
genre picture from Flanders, and Phi- 
lip Mcrcicr who introduced the French 
taste for costumed figures in a pastoral 
setting called rhe fete galante. When 
these two categories combined with 
the British obsession for portraiture, 
the outcome was the conversation 

C iecc, practised in one form or another 
y artists ns important ns Highmore, 


r*T 'A j d J j H flnn*! 


Devis. 

A portrait group, in or out of doors, 
tile conversation piece easily anti 
quickly accommodated the growing 
taste for country cstnlcs, animals and 
nnd anecdotal interest. Hogarth’s 
“The Cltolomondely Family'* includes 
these qualities while his "A Perform- 
ance or 'The Indian Emperor'" shows 
not only how close the conversation 

( riecc could come to theatrical per- 
ormancc but how they could he 
combined. These are both particularly 
fine paintings yet they are not alone. 
By 1730, Charles Philips hod put 
“Thomas Hill of Tern ana His Family 
in a Landscape" and John Laguerre 
had painted ’'Four Scenes from tlte 
Opera of ‘Flora, or Hob in The Well"*. 

It was Hogarth, however, who 
brought the pictorial narrative series to 
maturity ana turned it into a kind of 
comic history painting complete with 
moral lesson, as "The Rate's Prog- 



River’s Edge (18) 

Curzon, West End. 

Plumbum, or a Dangerous Game 
National Film Theatre, October 13. 


River's Edge explores a moral vacuum. 
It opens on a deliberately shocking 
Image: a plump teenager meditating 


scene from across the river before 
throwing his younger sister's favourite 
doll »nto the water. The murderer is a 
psychopath who only feels truly alive 
when he kills. The boy, on the other 
hand, is "normal", yet totally blind to 
the feelings of others. The only emo- 
tions he experiences are anger, hatred 
and conlempt. ' 

There Is. little actual violence In the 
flirt. John tells his friends what he has 
done and they come to stare at the 
bodG poking it to confirm thnt Jamie is 
dead. 1 TIicIt lender, Layne, calls. far 
them to rally round: this is real, this Is 
like being fn the movies, they must 
stick together. John himself Is un- 
moved, his authentic Indifference con- 
trasting with Layne's frenetic, and 
self-dramatizing appeals for group 
solidarity. 

Tim Hunter’s film drtlws n parallel 
between these empty lives andaSlxtles 
generation' whose dislike of authority 
was motived by real causes. The relics 
of the Sixties arc now washed-up like 
Feck (Dennis Hopper), a one-lqgged 


on piece 

rcss” reveals. Every one of the eight 
ci in vases is packed with incident and 
together they require as close a reading 
as any novel. Closer, in fact, than 
Highmore's later “Twelve Scenes from 
Samuel Richardson's * Pamela”' . 
which pay attention only to the main 
events. But attentive reading is called 
for in Hogarth's single canvases, be 
they subject pictures, like “The March 
to Finchly”, which gently macks the 
defence of London against a possible 
Jacobite invasion, or group portraits 
like “The Graham Children , where 
the cat's interest in the caged bird 
attracts more than one participant's 
attention. 

By mid-ccntury, British painting 
had come of age. Hogarth's famous 
portrait of Captain Coram not only 
epitomizes the natural dignity and 
good sense of the sitter, it is a key-work 
ui the gnllcry devoted to pictures 
donated by British artists to the 
Founding Hospital started by that 
charitable gciitlemnn. A national gal- 
lery in embryo. Hudson, Highmore 
nnd Hogarth gave portraits and subject 

C ieces and others, including Wilson, 
atnbert and Gainsborough, gave 
views. Urbnn though most ofthese are 
and contemporary with those done in 
England by Cnnoletto, they are closely 


tied to the rapidly developing tuste for 
natural landscape, of which Lambert's 
“Moorland Landscape with Rain- 
storm" and Gainsborough's “Exten- 
sive River Landscape" are excellent 
examples. Hogarth played no more 
part in this than did Ramsay or 
Reynolds who, fresh back from Italy, 
nppear here as heralds of a new 
grandeur. 

Michael Clarke 


Right; Gavin Hamilton : ", Elizabeth 
Gunning, Duchess of Hamilton", 1752 




Patronage 


The Tuscan. By Alan Osborne. 

Mndc in Wales Stage Company. Sher- 
man Arena, Cardiff. 


The Tuscan is a play about 
Michaclnngclo. Author Alan 
Osborne, a former art teacher, ex- 
amines the years between 15U6 and 
151 1 when Michaelangelo was strug- 
gling with his pntron, the warrior pope 
Julius II. During this period 

Michaelangelo was compelled to aban- 
don his work on the marbles for Pope 
Julius' tomb. First to cast an enormous 
bronze effigy of him, and then to paint 
the ceiling of the Sistine chapel. The 
central theme of the play is the rela- 



rccluse who supplies drugs from the 
home which he shares with an inflat- 
able dbll -and the wreck of his Eas 




friend gradually manage (o dredge up 
some feeling for their dead classmate 
and ere prepared to turn John over to 
the police. ? 

Behind the picture of Indifference 
and amorality one suspects an older 


The National 
busy Educ 

announced its f 
press conferen 

Tl 

ati 

ila 

ce 

teat re's increasingly 
ion Department 

ns for the future at a 
last week. These 

include a nation 

ai 


Fanshett (djreci 

te< 


early 1988, a s 

>e& 


louring produ 

IftitaL-j. ■ ,i. .. 

efi 

ion. Apart from 


Uyne (Crispin Glover) In River's Edge 
generation's instinctive fear of youth: 
most teachers and parents have experi- 
enced the contempt and apparent 
inaccessibility of young people when 
appealing to their better feelings. 
Eventually, the director weakens and 
the younger brother is allowed v a 
moment of vulnerability, but it is so 
Inconsistent with his previous be- 
haviour as to appear sentimental. 

The character of the 14-year-old 
suggests a comparison with Plumbum, 
the unpleasant “hero" of Vadim 
Abdrashitov and Alexander Min- 
dadze's film in their season at IheNFT. 
Plumbum becomes a volunteer mem- 
ber of the auxiliary police, tracking 
down minor criminals. In one sense, he 
is th? counterpart of theyoung pioneer 
heroes in conventional Soviet cinema. 


George, at th0 Royal* Court (from 
November 3) and a revival bl 77?r Pied 
Pferwiih ILEA children. 800 In all, as 
“rats" opening on October 29] in the 
Olivier Theatre. A weekend devoted 
to Alan Ayckbourn'S A dmail Family 
Business is scheduled for next Febru- 
ary and among projects “hi the-plpe- 


a morally inadequate youth who ex- 
ploits the system to satisfy his desire 
for power and his feelings of self- 
importance. 

Answering questions at the NFT, 
Abdrashitov and Mlndadze denied 
that they had intended to show Plum- 
bum as the product of social or family 
circumstances. But their film is rooted 
in a particular society and, despite its 
pessimistic ending, offers a message 
which Is not just one of alienation and 
moral void. The system that allows 
Plumbum to flourish Is wrong and 
needs to be changed. Hunter has no 
such explanation for what is lacking in 
small-town America. 

■ Robin Buss 


which the NT responds to requests 
from! schools for workshops on a 
variety of theatre skills, goes from 
strength to strength. Information: 01- 


Can We Talk? 

Breakout Theatre Company 
White Hart Lane School, London N22 


9.30am - 80 blurry-eycd sixth formers 
are met with energetic greetings, “Hi! 
It's great to be alive!" What7 This Is 
supposed to be a programme about 
Aids, so why is a multi-coloured 
monster from Alpha Centurion suck- 
ing these “Okay-ya-ers" through prob- 
ing tentacles Into a bulking mass? 
Answer - for experiments to decide 
the fate of humankind. 

The year is 1999: the Aids’ virus has 
reached epic proportions and the 
medical solution is cure through exter- 
mination to produce a race of “disease- 
free, perfect people". Does Homo 
Sapiens stand any chance of survival? 

In a growing relationship of trust 
and understanding, the alien and the 
students “examine'' human specimens 
who appear through giant feelers. 


American 

hero 


Paul Banyan. By W H Auden and 
Benjamin Britten. 

Bowen-West Community Theatre, 
Bedford. 


Written in the shadow of the Second 
World War and revived in (976 follow- 
ing its authors' deaths, Paul Bunyan \s 
a celebration. Its mighty American 
hero's exploits In taming the land 
hymn the . brotherhood of labour - 
individual enterprise made socialist. It 
displays supreme skill In new uses of 
sounds, both musical and verbal, and 
handled effortlessly by Britten and 
Auden. . 

n With hindsight, it is easy to see 
Britten, as the more oractlcal theutr* 


woricer; operatic pastiche, country and 
western and blues are incorporated 
into his music. Strong singing by 
chorus and soloists (particularly Dale 


hy John Shayler’s 




g otnted by the use of Arts Minister 
lichard Luce's face on the poster and 
quotations from his speeches in the 
programme. 

History records that, however un- 
willingly Michaelangelo tackled the 
Sistine, he left a masterpiece there. 
Osborne makes much of the fact that 
the bronze effigy lasted only three 
years, and was then melted down and 
recast in the form of a cannon. The 
pope’s tomb remained unfinished. 
What the moral of the story is, and how 
it relates to present Government poli- 
cy, is not clear. Osborne's ambitious 
text, despite its rich lyricism and Jamie 
Garven's sympathetic direction, is too 
dense to make much of an impression 
at a first hearing. 

Peter Mumford contributes a fine 
stage set that makes a sculptural 
statement in its own right, nnd is well 
worth seeing. 

Barry Russell 


Watermans Arts Centre, London, 
October 26-31; Theatr Chvyd, Mold, 
November 3-7. 


Giggles of recognition greet the 
“young, free and single, straight *n 
safe" male, boasting 102 girlfriends 
and sympathy goes out to the heroin- 


addicted, single-parent, Hlv positive 
prostitute who offers safe sex, but gels 
no takers. An optimistic and secure 
Alds-cnrrylng gny meets an Aids-suf- 
fering, untreated African, banished 
from his village and wife to expose 
powerfully the injustice surrounding 
the virus. 

The alien concludes that "Aids is 
only one of the complex factors which 
damnges individuals". But is the 
human race to be savcd7 Breakout in 
this programme of theatre and follow- 
up work for 15 to 1 8-ycar-olds has once 
again created n colourful and vibrant 
visual extravaganza full of humour and 
compassion to explore and challenge 
attitudes to Aids. 

Kate Elliott 


Can We Talk? Is currently on jour 
throughout London, Berkshire . Cleve- 
land and Manchester. For full details 
contact Breakout on 01-485 2848. 


characterization, movement (human 
and animal) and use of humour. But it 
was a mistake to have Bunyan on 
stage. The character was intended to 
be heard only as an amplified voice ana 
despite David Willis’s clean-cut and 
affable performance, Impersonation 
reduces the hero’s stature. He has no 
music and Auden wrote about ms 
effects on others, so side-by-side wltn 
them he is doubly inert. I 'do not 
understand Mr Topping’s fondness at 
this venue for placing bits of action 
behind the audience - we could see 
more if everything happened in irom 
of us. 

Bunyan is a young person's opera, a 
delightful, wholly accessible work 
which other youth groups might prom- 
ably turn to. 

Timothy Ramsden 


The Arts Council is funding a scheme 
which will link poets reading their 
work an radio with phone-ins, discus- 
sions, and. readings in pubs ana 
schools. On 22 local radio stations 
poets will read their work and j* 

interviewed about it. Listeners will 

.asked to submit their own work, 
which a selection.' to be read on i 
second radio programme wm 
chosen. More details from Region," 
Arts Associations or Sue Rose', 01 -o" 
4495*cJtt 2W/Zl&-'v l - ; 


\*MH r » 


, '.(-ill 


. t * f 


the TIMES EDUCATIONAL SUPPLEMENT 23.10.87 



49 


Battledores, hom-books, copybooks, scwi 
reports, reading cards, invoices and receipts, 
printed school rules, presentation labels, 
school prospectuses, notes to teacher . . . 


A wealth of such ephemera has 
been collected and preserved by 
The Ephemera Society and is 
currently being exhibited at 
various sites around the 
country. 

The collection depicts 
educational times past with a 
vividness that only such 
material can evoke, giving sharp 
insights into the social, political 
and economic aspects of 
schooling through the years. 

In association with the Society, 
The TES has published an 
illustrated booklet based on the 
exhibition with text by Maurice 
Rickards, foreword by Stuart 
Maclure and a teaching note by 
Graham Hudson. 



The Ephemera of Education 


TI IF. TIMES 






grumes 



St.. John’s Lane, London EC1M 4BX 


V: • f 

i 

: !• 


Address 


1 ■ r, s — rH— J i‘b 




-rt* tftrt - 7 — ii— rr: 


i a 


i ■ 

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•>. 1 . 

l-i' 

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1 '! : 

: {•='; 

i fc: 

Y i •; 1 

1 an 


1 


f " - — I , . 

tj- , , . . . , ,,, . . I Please send me copy(/ies)of ! 

tor your copy of the booklet, entitled Happiest | Happiest Days ofYour Life at £1,95 per copy. 1 

pays Of Your Life, send a cheque for £1.95 I 1 . : 

ling postage and packing) to | Name - . . :j 

•a Booklet, The Promotions Dept 




»ni 


i i 

i k: 

ui 


i | -i«f 

I -I 


I 

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THE TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


m- : 

■■ 


!i|-- 


Appointments 

vacant 

Nursery Education 

Deputy Headships (Inc. Senior 
Musters/ Mistresses) 50 

Main Seale 50 


Primary Education 

{lend ships 50 

Deputy Headships (fnc. Senior 
MaMcr/Nlistresses) 52 

Main Scale I neon live B 53 

Main Seale Incentive A 53 

Main Scale 53 

PcripntcttcPnsls 55 

Rcmcdlnl and Special Needs 
Teaching Posts 55 


Middle School Education 

Deputy Headships (Ire. Senior 
Masicrs/Mlstrc&ses) 55 

Humanities 56 

Physical Edu cal ion 56 

Other than by Subjects 56 


Secondary Education 

Headships 56 

Deputy Headships (Inc. Senior 
M as lers/MIs tresses) 56 

Remedial and Special Needs 
Teaching Pons'"' 56 

Art and Design 58 

Classics 58 

Commercial Subjects . 58 

Computer Studies . 58 

Craft Design & Technology 58 

Economics & Business Studies 58 


Nursery Education 

Main Scale 


iS"*TJiassified Advertisements 

Index to Appointments vacant, Wanted and other classifications 


English 

59 

Art and Design 

67 

Gcagmphy 

60 

Classics 

67 

History 

Ml 

Computer Studies 

67 

Home Economics 

UQ 

Cruft Design & Technology 

67 

Humanities 

60 

Economics & Business Studies 67 

Mathematics 

60 

English 

67 

Modern Languages 

61 

Geography 

67 

Music 

62 

Mathematics 

67 

Pastoral 

62 

Modern Languages 

67 

Physical Education 

62 

Music 

6R 

Religious Education 

M 

Pastoral 

68 

Rural Science 

M 

Physical Education 

68 

Science 

64 

Religious Education 

68 

Social & Pnliiicul Studies 

64 

Science 

68 

Speech end Drama 

64 

Speech nnd Drama 

68 

Other than by Subjects 

64 

Other than by Subjects 

68 

Sixth Form Colleges 

■ — 



Main Scale Incentive 0 

65 

Independent Preparatory 
Schools 



— 

Hcndships 

69 

Multicultural Education 

65 

Deputy Heads! rips (Inc. Senior 
Masters/Mist resscs) 69 



Art and Design 

69 

Special Education 


English 

69 

Headships 

65 

Geography 

69 

Deputy Headships (Inc. Senior 

Mathematics 

69 

Masters/Mist resscs) 

65 

Modem Languages 

69 

Main Scale Incentive E 

65 

Music 

69 

Main Scale Incentive B 

65 

Physical Education 

69 

Main Scale 

66 

Science 

70 



Other than by Subjects 

70 

Apppinlnrettis in Scotland . 

I 

< 70 




BEDFORDSHIRE 

TH OMaV V^H It'hHIS AD V.C. 
LOWER SCHOOL. 

A nyol Lana. Hau«hton Regti, 

Tall B S3 48 ft 

Required tar January IS BO, 
temporary for two tor may an 
aaparlencdd Nuraery Toaoner. 
M»n Simla, 

Application forma available 
from ana returnable to tbe 
Head ni aster. S.A.E. please. 
Hadfardahlr a Is an Equal 

fm*r UI “ Bn, ri o o y oVd 


Independent Senior Schools 
Headships 

Deputy Headships (Inc. Senior 
Master/M (stresses) 

Remedial npd Special Needs 
Tdnching Posts 


BEDFORDSHIRE 
EDUCATION SERVICE 

Dunatabla Road, Luton. 

Bed*. 

Tel: 429454 

Required for January 1988. 
an exbarlenced Nuraery 
teacher to .open and taka re- 

S ionslblllty rot- a S9 place 
uraery Unit, Gandlantaa 
iculd alao have experience 
with second lannuane lear- 
ners. Main Scats. 

Application forma available 
from and returnable to the 
Hoad ml a trees. s.A.E. plena a.. 
Beafordahlre ia an Equal 


66 

Colleges of Further and 
Tertiary Education 


66 

Directors. Principals* 
Vice Principals 

70 


Hendsof Department 

71 

66 

Other Appointments 

70 

EAUNG 


O poor tun Itlea 
(10789} 


Employer. 

100040 


GREENHELDS NUR$ERY SCHOOL 
Recreation Road, Southall, ’ 

Middlesex UB2 5PF 
•Tel. Nd:J>1-674 2311 

An enthyalsstio nuraery trained teacher Is required 
.far the pcftn qf DEPUTY HEAD at this Group 2 nur- 
. aery school In sdyt^a l}, • . 

Vlsith totheachool ;!' 

£1216 London Weighting payable! 

: Re location expenses pbyatyq^ubject to cb nation'. ' 

Baling Council welcomes apptipatons from •• a// 

• regardless of sex, race, ethnic origin, responsibility 
lor dependents, from people with disabilities and 
from lesbians and gay man. ’ *';• , 

Further details and application fonps (SAE) are' 
available from the Head to be returned by the 6th 
‘.November. 

1*V Vi'CWMa:. 


LONDON BOROUGH 
EDUCATION SERVICE 
BERBYMEDE FIRST 
SCHOOL 

Park Road North. Acton WS 
Bflj 

Required for Jnniiary/Maroh 
1988 an experienced end en- 
ttiuainstlc NURSERY 

TRAINED TEACHER. 

Vletta moat welcome. 

Mein Salary Scale t 
R l.BlB London Weighting. 

Relocation expense* pay- 
able subject to aandltlana. 

Application forms available 
frqm the Head, Mr R.D. Wel- 
ler, to be .returned by 6 
November 1887. 

HAVELOCK FIRST SCHOOL 
Havelock Road. Southall UB2 
4FA 

Required as icon ai possible, 
on anthuaiaatla NURSERY 
TEACHER with a commit- 
ment to multicultural educa- 
tion to join a wall eetah- 
II eh ad team. Applications 
rrom first appointments wel- 
comed i a knowledge 1 of Aden 
languages would be an advan- 
tage. 

Mala a alnry scale + £1.915 
London Weighting. 

Relocation expenses pay- 
able subject to conditions. 

_ Application forma rrom 
Hoad (SAB) to be returned by 
6 November 1987. 

Baling Council welcomes 
applications from all regard- 
laea ot sex, race, ethnic ori- 
gin. responsibility for depen- 
dants. from noopla, with dla- 
, abilities end from lesbians 
and gay men. (1B686) 1Q0040 


NEWHAM 

LONDON BOROUGH OF 
NEWHAM 

An Equal Opportunity 


Stratford, London 


C. OF E. 

Cj.M.t.) SCHOOL 
‘ ElS^Q^ strnt * 0rd ' London 
Hand Teacher: M|a* B.M-E. 
I'Tumner on rolltaaS (+ 50 

fliafisi fc'sssaiv ui,, ‘’ 

. UNIT 

Required January 1988 or ae 
.■’■spoil bb possible. A Nursery 
Teacher for this Nursery Unit 
aatarma for thirty- part tlma 
children, 

London Allowance £1,915. 
j; ,r • AppUqfctfon forme (s.e.e. 
: fij, »»■»> . avayabie from The 

.4*. Director.' of .Bniidetian to 


Colleges of Higher Education 
I leads of Department 75 

Other Appoinimcnts 75 

Polytechnics 

Directors and Princj pals 75 


English as a Second 
Language 

Overseas Appointments 
Appointments Wanted 
Educational Courses 


University Appointments 76 Tuition 


Fellowships, 

Studentships and Research 
Awards 76 


Adult Education 


Youth and Community 
Service 76 


Local Education Authority 
Administration 77 


Genera] Administration 79 


Social Services 


Edncatlonal Psychologists 79 


Examiners 


MisceUanemu . . , 4 ;: 80 


Awards & Scholarships 


Articles for Sale & Wanted 83 


“ Holidays and 
Accommodation 


School Visits 


Home Exchange Holidays 83 
Field Study Centres 83 


Contracts and Tenders 83 Business Opportunities .83 


Personal 

Announcements 


Properties and Businesses for 
83 Sale and Wanted 83 


INCENTIVE ALLOWANCES 

Headings in the classified columns now reflect the 
new teachers pay structure. All vacancies in the 
State sector are classified by subject and incentive 
allowance. The amounts paid on each level are: 


Main Scale Incentive: 

E 

D 

C 

B 

A 


Amount (£) 
4,200 

3.000 

2.001 
1,002 

501 


^ HU ■ HIUO 01 W VRUIUOI > 

Outdoor Education 80 ^)^J®J lln0(apfll 


Please address classified advertisements to: 

John Ladbrook, The Advertisement Manager, 

TheTImee Educational Supplement, Priory House, 

SL John’s Lane, London EC1 M 4BX. 

Classified Advartlsemenl Rates: . 

Single Column E2,43p*r line (min. 3 tinea). 

ClaBslIIod Display £1 3-85 pers.c.c (min. 9.5cm x 2coIbE263.15). 

Box number facility £5.00. 

All rates are exclusive of V. A. T. 

Copy deadline (space permitting) Monday preceding Friday of 
publication. 

Corrections deadline 1 0.30am Tuesday preceding Friday of 
publication. 

Cancellation deadline 4.30pm Monday preceding Friday of publication. 
All advertisements are published subject to the Terms and Condillonsof 
Timas Newspapers Ltd. (avallableon request). 


NORTH TYNESIDE 

NORTH TYNESIDE COUNCIL- 
EDUCATION COMMITTEE 
B ATgLEHILL NURSERY 

Berwick Drive, BatUo Hill, 
IJgllitnd, Tyne end Wear NE98 

Required lor let January 1BB9 
or as icon ae poaelble there- 
after. 

Majn Scale EXPERIENCED 
NURSERY TEACHER to work 
ae pert, or a team In e well 
established Nuraery Bahaal. 

Application forme are avail- 
able an receipt of a a.a.a, from 
the Director of Education, 
Education Orflae, The Chau. 
North Shield! NEBS OHW end 
should be returned to the 
Headteacher as soon as 
poaelble. 

It la tha policy af this Coun- 
cil to provide equal employ- 
ment opportunities end eon- 
i alteration Will be given to all 
suitably experienced end qual- 
ified applloenta regardless or 
disability, sex. reae or marital 
' status. (20895) 100040 


Primary School 
Education 

Headships 

BARNSLEY 

METROPOLITAN BOROUGH 
EDUCATION COMMITTEE 
Sp Q o IJ . , a r ib?o“ P ° r B * mor 

SCHOOL ° B BB,aOB ^FANT 


BERKSHIRE 

ROYAL COUNTY OF 
BBRKBHIRB 
CROWTHORNB C.E. 
(CONTROLLED) PRMARY 
SCHOOL 

Dukas Ride. Crowthorna 
ROl ffiND _ 

N.D.R.11B3 

Required for April 1988 a 
Headteacher Tor thla Group 4 
C.E. (Controlled) Primary 
School. 

Further details and applica- 
tion form rrom the Director of 
Education (ES/PDC). Shire 
Hell, Hh infield Perk, Reeding 
R09 fixe (S.A.E. please). 

Closing datet 6th November 
1887. 

An Equal Opportunity Em- 
ployer. (20674) 110010 


;i.SterT!',.EMfeTV^is5S 


datelle obtainable from and 
returnable to the Director of . 

SSLVi. 8 (g& , .-f{ b ? 1 ' 

. DORSET : 

PARLEY C. FIRST SCHOOL 
?®n>down, 

, . Wlmborne BBSS 8QE • 

■ ? 8n f "S* 9 * 

•eaasHwaw.. 191,8 ”v*- ■ 

. rorm-Vrpm 


BUCKINGHAMSHIRE 
COUNTY COUNCIL 
OAKLEY PAROCHIAL 
COMBINED SCHOOL 
Worm i nglia II Road. Oekley, 
Aylesbury, Bucks, HP18 9QY 
Applications are invited from 
suitably qualified and experi- 
enced to nchers for tne 
Headship or thla achoal from 
January 1988 or aa soon «* 
passible thereafter. N-O.R. 
191 pupils. Oroup 3. 

An attractive relocation 
package Including mortgage 
assistance la available 
approved cases. 

Application form and furth- 
er details (a.a.a.) from, and “> 
be returned to, Acting Educa- 
tion Officer, Ay lea bury Vale. 
Area Education Office. Bx. 
change street. AVlaobufv. 
Bucks: Hpao i UH. . h 

CLOSINO DATE: » ln 

November 1987. 

(19099) 11001O 


Headship 

Gunton Park County Primary School,. 
Lowestoft 

Group 5 Ages 5-9 Initial Roll: 200 (rising to 
300 by 1992) 

Applications are invited from suitably qualified and 
experienced teachers for the post of Headteacher. 

This is a new school with excellent facilities opening in 
September 1988. Situated in the northern part of the fishing, 
industrial and resort town of Lowestoft, ft will serve a mixed 
residential area. 

The appointment will date from the beginning of the Summer 
Term 1988. 

Application fb{ma and further details are available from the 
County .Education Officer, St Andrew House, County Hall, 
Ipswich, IP4 1LJ, (SAE please), apd completed forms should 
be returned by 6th November 1987. ’ 

* * .* (52)77) 


IK ■ .SffiL* fRnooB- 9 ) | : * . l " • ■ ■ 

IS. Required faster 1988 Haad---. 
teacher Group ’ 

b r, Ena tern ^^duratlon frsIL* ^ ount >' 

. .gUnOUCcoun^ 





UPT IMES EDUCATIONAL SUPPLEMENT 23.10.87 

oniMAHY HEADSHIPB HAMPSHIRE 

— Jy^^b E ^a A c B H B SSL c, 


iM’E.Vdfrom 11 tli April I960 
SSInrEACHER GROUP 4. 

!L5*-?SK »,? u oMcy of o,,uDl ‘ ly 

opp ne«tlonB' particularly 
Jj ffS SfMin nnoplo with dla- 

form and furtli- 
'ViltLlla available rrom tlin 
w . Rducaiion orfli'cr. Civic 

*«,* Guildhall „ Hnutlra, 

0,,, /.«outh POl UO.F (Tol: 

E?SS? 81B4 1 * • =**• **»■ 

0,05 JLia- 13th November. 

|51,0S) 110010 


HAMPSHIRE 

COUI^) NF ANt’a’n O FlUHT 

EVno^Nowtown. 

K.m. HcAtB. POl 7 6LJ 
HMdtBachBr roqulrod Eaetnr 
1918 for thla Croup 9 Srlutol. 
1 Further detalle and appllcu- 
•mn forms available from tlm 
EdJecUon Offienr. 
SnuihaetB House. 8t. Swltliun 
Winch cet or on rnralpt 
Xf a (aalscBP stamped utldrce- 
ud envelope. 

“losing date for .rccolpt or 
■pplIcBtlon rorms 13 th Novem- 
kh 1BB7. Previous appllca- 
tioai «re being conaldorod. 

The County Council pursues 
e policy of aausllty or appor- 

tU AppllcatlonB particularly 
viicams from people wlth dls- 
iMIltlss. (99994) 11O01O 


HAMPSHIRE 

?uSi L o E ^ s A c B h B 55l COUNTV 

3fn 

tnaaV e Jl e l?5r L BC luIrBd Easter 
school? r th,B ° rouB fl prim 1 ;?; 

«-^K 1 n llt * 0n forms anil furth- 
® r ,®)**M* nvnUeblo from the 
2L r ** Educntlon orrija. South- 

tiiiilty. AppHcntioiis oar lieu - 

U010n> 1100 10 
HER1TOHDSHIRE 

„ MARTINDALE J.M.I. 
SCHOOL WITH NURSERY 
CLASS 

Unxiod Rond, Home) 
floniputaad 

Group 4 

Applications arc invited 
fo . r Hi.® HEADSHIP of this 
school for April 1988. on 
tha ratlrnmant or the pre- 
sent holder, 

Relocation expanses may 
bn paynblB. 

Poriue and further detaila 
from tho aivlstonel Educa- 
tion Officer. The Bury, 
Queensway, Hamel Hemp, 
atoad. Herts. HPI 1UQ. 
(a.a.a. please). 

Closing date: fith Novem- 
ber 1 BS7. (20392) 1 10010 



WEST 

GLAMORGAN 

County Council 


EDUCATION DEPARTMENT 

Primary Headship 

Applications are invited lor the following poata to commence 
h January 1988 or ea soon as possible thereafter. 

Pantrepoeth Infants School, Soar Terrace, 
Morrlston. (Mixed) (130 + Nursery on Rolt) (Age 
range 3-7) 

HEADTEACHER for thla Group 3 school. 

(Post Rof : 1:32:87). 


Application forma and further particulars for the above post 
l «« available upon receipt of a large stamped addressed 
mlopa from the Direotor of Education, Personnel Section, 
r tort Glamorgan County Council, County Hail, Swansea, SA1 
iHN. 

i ^CLOSING DATE for rocoipt of completed applications is 
| wiadayBUi November 1087. 

John Boalo 
Dlrocior of Education 


HEADTEACHER - Group 4 

GLADSTONE PARK INFANTS 
JHOOL, Sherrlck Green Road, Lon- 
don NWI0 I LB. Tel; 01-452 1027. 
“«lal Priority Allowance E201 - 

as soon as possible - 
^TEACHER - Group 4 
■WlMtlons are Invited from teachers with suc- 
S?^«2>«lence of leading iniuatives in primary 
Such experience may have been gained 
i»»!LvP^v head, or alternatively as a curriculum 

OfV IPflflWf nr <i innnn laiuira lavhfr 


HERTFORDSHIRE 

Sith n, LdEn infant school 

Group 4 

Uie P Hp a inSu.S ro - ,nvltfltl for 
for Aohmobo or thls scl <ool 
iBMu .hf 88, on the retire- 
“ gitaLw 1 present holder, 
payabfo owannam may be 

1U J9 please). 

iMWff&ay- St “ "-nsfre 


HERTFORDSHIRE 

COUNTY COUNCIL 
EAST HEHTB DIVISION 
WORMLBY VOLUNTARV 

CONTROLLEDIM1SCHOOL 
St. Laurence Drive, 

Broxbourne 

iaaa , ; om l .ath April 

lane. Croup 5 salary ulus 
fringe allowance. 

_ X l 3A, County c °unolI operates 
tlve ‘aohenie^ BOrU t " 11nl lnQ,,n - 

.r*?Slfc , i!:rY7rT m , ^“ r f, , i: 

S 1 ?. n » Bducatlon Officer 
Scott House. Hagsdall Road ' 

USSR 

9th Nov^mbVrl *1*98 7*? V MDnd " y 

(20933) 110010 


HERTFORDSHIRE 

COUNTY COUNCIL 

division 

LOWLANDS COUNTY JMI 
auriuOL 

Nunsbury Drive, Turnford, 
Broxbourne 

,p °™ 

April 1BBB. Oroup 4 salary, 
plus fringe allowance. 

Tha County Council oper- 
ates a generous recruitment 
Incentive gchemo. 

Application forms and 
further particulars from Tho 
Divisional Education orricer, 
Hcott House. Magadan Road, 
Hertford 8013 BBQ, to whom 
completed application farms 
should be returned by Man- 
0 November ISB7. 
(90937) 110010 


KENT 

COUNTY COUNCIL 
EDUCATION DEPARTMENT 
WEST KENT AREA 
ST MARGARET CLITHBROW 
R.C. PRIMARY SCHOOL 
Tranoh Road, Tonbridge, 

Kont 

Tha Governors invite applica- 
tions for the post of HEAD 
TEACHER, Oroup 4. Roll 
BBO max. 

To taka up duties as soon 
19 A°. BI, Cand fdates * shoufd^be 


experienced and well uual- 
Ifloili . praotlelng Roman 
Calhiillcn hnldlnn the Catho- 
lic Tencliors Certificate. 

Further particulars and ap- 
plication forms .may 6a 

3S l "‘ft'o d od'ffl "AStd**!: 

hrldqa, Kant, to wham they 
should Uo returned by fith 
November 1BB7, 


ledns rJnT , mudics win iwvp d souno Kfiuw- 
me primary curriculum, and a clear com- 
lie hnEn!? f ® ,s ' n 9 educational standards; they will 
race equality and gender equality 
dswlv! f?y catlon ar >0 be keen to implement and 
KS^Ppi^es in these fields, and they will 
bSS®*?*** experience of working closely -witn 
the local communliv. 


wft 1 rs* KnooB a,e ,n 

UevelnftnuZj • ™ fe are m sny new curriculum 
** fh- service iniuatives. if you 
and ^jobe'nvolvM in these, ana 10 help mad 

rflfire them X A nriffliiu haiiHawhar uia 


2? a primary hearhe* her, we 

SpSjSjjy ,nf a"t*' Bool is a three form entry 
win "wwiy dass for 30 cfm- 

h a xxl 30 in the aticmoon T here 

mS2b£ (fS?* 7 pan-fime teachers 

There afe2We.‘fereAsiis- 
1 Wiool ssriiT ^ ^ E ® - ,n *he nursery class The 


^e^ «aRrhe!^ 0c !?” 0,1 wi|1 result in even closer 
4 icuk from many different ethnic 


QUALIFIED TEACHERS ARE iHUlTED fQ 
APPLY FOR THESE POSTS. 

UNLESS OTHERWISE STATED APPUCA- 
TION FORMS | SAE) ARE OBTAINABLE BY 
CONTACTING THE HEAD TEACHER, 
RETURNABLE BY 6th NOVEMBER 1987. 

Brent Is fundamentally committed to multi- 
cultural education. 

Brent li an equal opportunity employer. 
Applications are welcome from candidates 
Irrespective of race, nationality, ethnic or 
national origins, age, marital status, gen- 
der, lesbians and gay men and from dis- 
abled persons. 

London Weighting of £1215 per annum Is 
made. 

BRENT IS AN EQUAL OPPORTUNITY 
EMPLOYER 


TorThe School/Offlce 


I am interested In the post of . 
Pease send me further information 




kjjpj^^ the school and has always been wry ■ Address; 

members of the Wack community | — 






CAMBRIDGESHIRE 

COUNTY COUNCIL 
(An Equal Opportunity 
Employer) 

MELDRETH COUNTY 
PRIMARY SCHOOL 
High Street. Motdroth, 

Roys ton, Herts. SG8 SLA 
HEAD TEACHER - (Oroup 4) 
Required from Easter. 

Application form end de- 
tails are available from tha 
Senior Area Education OITic- 
or, Castle Court, Shire Hell. 
Cambridge COS 0AP (large 
B.a,e. Please). 

,oSl Dal 9S.W 0 4th November 
1987, < 19150) 10001 0 

»ea 

Working in 
Education 


Headships 
& Deputy 
Headships 


Tfie/mw London 
Education Authority is 
committed to providing a 
high quality education 
service to one of (he most 
etfmfefl/fy and culturally 
diverts populations in 
Britain and is able to offer 
Its teachers: 

* Commitment to 
promotlngequalltyol 
opportunity In education 

* Pupil teacher ratios 
among toe beat In the 
country 

* With some 950 schools, 
opportunities to broaden 
experience and enhance 
career prospects 

* fxce/fenf support staff 
and professional back-up, 
plus a range of central 
Specialist resources 

* Inner London allowance 
ol £1,216 plus In many 
cases Social Priority 
allowance of £201/276 p.a. 
In addition to salary. 


Applications an Invited from 
suitably qualified and 
experienced teochfif* 
Interested In working In this 
exciting Inner-city 
emfronimi 
The closing date for 
apdlcatfona Is 6th November 
1087 unless Indicated 
otherwise. 


Headships 


Hsacfahipoire not open to Job 
share. 

Unless Indicated otherwise 
please sand foolscap see for 
application form sndturthsr 
details to EdUcarfon Officer, 
PER/PS4B. Room 282a, The 
County Kali, London SEf 7Pa 

Nursery 

Education 

ST CHRISTOPHER'S (N) 


Suitably*'"^''*'*) 
expo r la need „ 

qulrod f 0r KETfC^v,.?^'- 
wlth STARBOTTON t=<\V 

SkipK.°V r ° rOUt> 11 " r - 

Please send S.A.E, for 
application form and do- 
*!»"»■ County Bduca- 

Orrioer, County Hall. 
Northallerton DL7 SAE. 
Closing data 6.11,87. 
(16366) CIOOIO 


SHROPSHIRE 
EDUCATION COMMITTEF 

gK«^^.? PPOR,rUN ^v 

PRIM AH Y HUDBHlKOnmn 


Cl * ' 1 N r A NT 

Purthor 

Uo,i JForms t 

Education* y 

SNd"( 5 qA 83 j 1 * r ° wal,u rV 

1 1 00 1L 


Townl.NWL 

RoH:40F/T 

Vacant Isl January 1088, 
Group L 

Primary 

Education 


Alouls Street (entrance Mack’s 
Ftoad, Soutriw&rH Peril Road). 
SE183XF. 

Roll: 65. 

Vacaninow,Group2. 

SOUTH RISE (I) 

Brewery Road.SElfl 7NG.' 

RoB:24g+47P/TN. 

Vacanlriiw.Groupl 

THOMAS FAIRCHILD (iM&l) 
l^pter Glove (Wirnbpffie’ 1 
Streei, New North Rbad),Nl 
7HX. ■ 

Roll;'l8fl+. 11 F/T S 41 P/TN, , 
Qfoup 4. 


STALOYSIUS'RC(JM) 
AJdennam Street (E vershoti 
Street). NW l Tel: 01-38 7 8591. 
Roll: 170. 

Applications are invited from 
suitably qualified and 
experienced commuted 
Catholic teachers lor this 
Headship. Vacant now. Group 4 
Application forma available 
from the Clerk to tha 
Governors, c/o the school. 

Secondary 

Education 

CHARLES EDWARD BROOKE 
(SG) 

Langion Road, SW96UL. 

Roll; 620. 

Vacant 1st January 1988, 
Group 9. This la a voluntary 
controlled school for girls. 
Preference will be given to a 
practising communicant of Ihe 
Church ol England. 

Closing data: 13th Nov, 1987. 

Special 

Education 

CHARLTON PARK (PD) 
Chariton Part Road, SE7 0HX. 
Roll: 100. 

Vacant 1st January 1088. 

Group 7(S). 

Closing date: 13th Nov: 1967. 
TEMPLARS SB (MLD) 

Toilet Street (Globe Road), 

Roll; 85 

Vacant now. Group 6(S). 
Closing date: tolh Nov. 1987. 



HIU.BR00K (JM8tl) 

Hillbrook Road, Upper Tootiria 
SWf78SG. Tel: Ot -672 3957 Sl 
Roll; 382 + 50 P/T N. 

Head: Mrs S.M.JB9Boy 
Requlredasap Deputy Head 
Group6 for Ihre Ihriving multi- 
racial school. Must be keen to 
take a leading role In supporting 

the on-goIngTn-service within 
ihe school and developing 
fuit herjhe whole curriculum. 

HOLY CROSS RC(JMW) 
Ashinaton Road. Fulham SW6 
Tel: Of-738 1447. 

Rofi: 144. Head: G.J. Mulligan 
Raquired January Deputy Head 


AH posts am open to Jdb share 
wires a Indicated otherwise 
(WJSj. A register lor pairing 
potential fob sharea fa 
maintained by E0/PER/PS7, 
Room 531 Tm County Half, 
London SET 7PB. 

M: 01-633 3814. 

(N.0. Applications can NOT 
be deaH with on Ihia number). 
Appflcatton forms and further 
(fowls are available from (he 
Haad of (ha school, unless 
requested otherwise. 

Primary 

Education 

CANBERRA (JM) 

Australia Road, W12 7PT. . 

Tel; 01 -743 2548. 

RoU: 188. Head: Pabtola Kirnan 
Applications are Invited lofotoa 
hard working and anthualaslic 
team or teaaiers. TTio post will 
carry curriculum and 
administrative responsibilities 
within the context of multi- 
cultural and antl-re cist 
education. 

dosing dabs: 13th Nov. 1987. 

CULLODEN 

(JM&I + N + P.H.U.) 

Blair Street, E140NW. 

Tel: 01-087 1020. Rofl: 240- 
Head: Qeoflrey Bandera-; 
Requlredasap, Deputy : 
Headteacher Group 6. Visits . 
essential. , 

DURAND (JM) 

Hackfonf Road. Brik tori’ 
SW8QRD. Tel: 01-7358348 
Poll; 160, Head: MrQ. Martin 
Required as ap Group 3. Multi 
cultural Junior «*o0 


EARLSFIELD (JM) .■/ 
Tranmflfefload,SW1830Q. ' 
T0l;OlrB48S452.Rol: 100. 
Head: Mr J. Shearing 


Haquirad January Deputy Head 
Group 3. Applicants should be 
successful dass teachers with 
proven record of leadership 
skills in present post, able to 
contribute to the further 
development of Ihis Cathode 
Primary School. 

Application forms avaftoble 
from Cfer/r to (ha Governors 
c/o the school. 

ST MARY'S CE (JM&l + NC) 
BBalhamParkftoad, 

SW12 SDR. Tel: 01-6734166. 

Roll: 270. Head: MrGR/lusaard 
Required from Januaiy orasap 
Deputy Head Group 5. 

Experienced teacher to assist In 
currlciium development. 

Secondary 

Education 

HAMMERSMITH (SM) ’ . 

TheCurve,W120RQ. 

Tel: 01-740 1141. Roil: 950. 

Head; Miss M-JenMne 
Required January or asap, 

Second Deputy Me ad 

(Curriculum). AppUcationaate 
Invited from suitably qualified 
teach arsfor tire post ol Deputy 
Head tofofn the senior 
management team of thia inner • • 
cHy.multl-cul tore I school of 950 
pupils aged 11-10. Inatfdttfon to 

sharing day-io-day 
admlnlslrafive dutfas wrih other 
senior colleague*, the major 
reaponstbUltiee win include 
currlculumdavetopmapt and 
Innovation andassessment 
procadures. 

Special 

Education y : 

WEAVERS HELDS (tiBD) !“ *j ; 

Mape Street, E2. > . 

Tel: 01 -739 6321, Roll: 30. 

Heed: Anne Denham • 

Required asap Deputy Head 

Group 4(S) to assume role In • 

the management and • 

development of Ihe echini. In 

addition to taachlno a small ■ * ■••« ■» 

defis group, ■ * 


| : 




Group 4 . Energetic leacpar with 
successful classroom 1 
experience. Prepared to take an 
active Jead In stall and 
curriculum devetopmanis whilst 
offering a pariicular experitad in 
an area of ihe cu iricutuqi. M(as» 
would bp anasaelA ’■ ■ }%■.-• 
commhirwnt to parental v. ■' 


Inner 

London 

Education 

Authority 


't!' -Hi 

| f 
\ 

■r* t v ■;■■■■ :-,i 


*+ i i «.« Ae ere 










theHmes Educational Supplement ' 


PRIMARY HEADSHIPS 

conunuful 

LANCASHIRE 

COUNTV COUNOIU.,1 


In wmobjH&S 


rLUE nc 


raHKmEDi 

tv— .Blackpool 
<185 on null) 
HEADTEACHER. 


n«r<ulrud I at MAX. 1088 
or earlier [f possible. 
Suitably qualified and on- 
perienrod Roman Catholic 
Teacher preferred. The 
succaaaful candidate will 
be exported la elan the 
CEC contract. 

For application farms 
and addressee tp whom 
completed forms should be 
sank, send flAE ffoolscap) 
to the Chief Education 
Officer. PO Box Cl. Coun- 
ty Hall. Preston PRI 8RJ- 

Closino date: Sth 

November. I9B7. 

(10571) 110010 


NORTHUMBERLAND 
COUNTY EDUCATION 
COMMITTEE 
OVINOflAM C OF E 
CONTROLLED FIRST 
SCHOOL 

□roupS. 4-9 First School of 
148 pupils 
HEADTEACHER 
Required from Boater. 1988. 

neiraval expanses end lodg- 
ina allowance payable In 
approved cases. 

Application forms and furth- 
er details obtainable by far- 
warding a foolscap a. a. a. to 
tha Director of Education. 
County Hall. Morpeth NE6I 
2EF lo be returned within 
fourteen days. 115717) 1 10010 


e>l frnni 

^ffllHKrTeerhcrii fur tha punt :uf 
nttlfnclt anchor fur Easter 1988. 

Application forms and 
fart her del alls are available 
rrutn the Divisional Education 
Office. The Grange . Utah 
Street. Stovanags SGI 3 HD . 
Relocation expenses (up to 
£4 . 000) and mor tpaaes sub- 
sidy scheme In approved 
cases. S.a.e. please. Closing 
date 17 November 1987- Ref. 
TEB. 06736) 1 10010 


WALSALL 

METROPOLITAN 
BOROUGH COUNCIL 

HG- ADVERTISEMENT 

HEADTEACHER 

Oroup4 


Raquired January, 1988. 
or as soon as passible there - 
nfter. at Elm Street infant 
School. Elm Stroet. WII- 
lenhall. Weal Midlands a 
well established Infant 
school. Applicants should 
be experienced and enthu- 
siastic and thla vacancy ro- 
aprenants an opportunity 
for the successful candidate 
to InaU a caring, committed 
ataff. 

Application forma and 
further details avallnble on 
rocelpt of nr S.A.E. from 
the Director or Education, 
Civic Centra. Darwall 
Street, Walsall. West Mid- 
lands Wfll IDO, 

Cloning Date: 6th Novom- 
bar. 1987. 

Walsall la an Equal 
Opportunity Employer. 
(16706) 110010 



Wiltshire 

AN EQUAL OPPORTUNITY EMPLOYER 

PRIMARY EDUCATION ^27 
HEADTEACHER POSTS 

Ctiltm>>fcC,lE. (Aided] FWfct fiiilvoal,Tlii Sttoai ChllmatV; Salisbury 
SP3 BAH. 

RE-ADVERTISEMENT 

Group 1 N.O.R. 20 

AHaodTaBcharlgroquIrsd forlhla hvo teacher school from April, 
1988. tallowing tha retirement of Mr. C. J. Penny and tha 
completion of a review by tho Education Commit tee of primary 
achool provision In Ihe area. 

Chiloiark'la o very ailracUve village flat In pleasant country aoma 12 
miles wart of Sallabury. 

Candid aloa should be committed Chriallens In aympathy with tha 
alma of e Church achool. 

Application form and further detalla (SAE plassal from and 
returnable to tha Chief Education Officer, Education Department 
[Hof. ST/T/PMBJ, Towbridga, BA1* UB by Bth Novombsr, 1987. 
Pravloua ippllcanta will automatically ba raobnaldarad. 

Monkton Farlelgh C.E. (Contra] kadi Primary School, Monktan 
Farldgh, Bradford on Avon. BA16 2GD. 

Group 2 N.O.R. 82 


A Head Teacher la required from April, 1089, following tho 
appolntmanl of Mr, M. Rlx to another school within the County. 
Monkton Farlelgh School aen/aa two amell village communltlea to 
tha East of Batn- 

Tha Gove more nek an experienced teacher who has worked with 
both Infanta and Juniors and wlllprsierve the earing, child-centred 
atmosphere of the school. Applicants should have a toplobaaed 
approach, bawilling to participate In villagaaffalraand oan carry on 
some of the established traditions of tho school. 

Application forms and further detail! [SAE please! to the Chief 
Education Officer (STiT/8/GM), Education Department, County 
Hall, Trowbridge, 8A14 BJB. Cloalng date Is Bth November, 1BB7, 

Oara C.E. (Controlled) Primary School, Cold Blow, Oars, Marl- 
borough, 8NB 4JL 

Group2 N.O.R. 81 

Owing to the retirement of Mr. D. Codings, a Head Teacher is 
raquired from Easier 1988. The school serves Ihe village and 
surrounding area of Oara, sot In Ihe pleasant Pewsey Vale. The 
Governors particularly seek a candidate who la sympathetic to the 
needs of a small rural primary school and who wlO continue Ihe 
wall-established traditional opproach to primary, education. 

Application forma and further detalla (SAE please) from and 
returnable to the Chief Education Officer. Education Department 


MAIN SCALE ' 

St* Mary's R-C. Aided 8ohool, Bowden HOI, Chippenham, Wilts, 
8N1B 2AH Tel:' Chippenham 853489 

Group 4 ' . . N.O.R, 223 

Required as soon as possible a Roman Catholic teacher exparl- 
ended In good Primary Sphool PrMtlce, ' 

Written letter of application atatlng age and giving particulars of 
edueafjgg,, .training and expert enca and also the names and 
addresses of two refs re as to ba aant to tha Head Teaoher at tha 
above address (enclose SAE please) by 6th November 1 B87. Visits 
to the eohool.are vMlaonif. 

Headteacher ' i 

Mrs A. P. Newton 

Toothlll Primary School <.8tokeaay Drive, Swindon, 8N5 SDR. 
Esttmateif January, 19B8 . ■- 1 . N.O.R. 460 

Required from January, 1888, an enthusiastic main scale teacher to 
teach Mathemalica end Technology. Applicants should ba familiar 


with a topic based approach lo the curriculum. Depending on 
experience and suitability, an additional allowance could bp made ' 
Jo the successful candidate. ^ •<* ■ 

Application form and further datafla (SAE please) m/alUple from 
tha .Headteaohar at tha school. Closing date for comfifatad 
applJcattan forma - 6th November, 1987. • • "f. 


Deputy Headships (Inc. 
Second Masters/ 
Mistresses) 


BROMLEY 

MIDFIELD PRIMARY 
SCHOOL 

Grovalundx Road. St. Pauls 
Cray, Orpln^toji, Kant BR5 

Tel: Ol -500 6161 

DEPUTY HEADTEACHER 
(OROUP4I 

From January I 988 or ae 
soon na poailbla therealter. 
We task a suitably qual- 
ified. experienced and cn- 
thualaatlr teacher for thla 
post. 

You should ba prepared 
to develop a major area of 
tha curriculum aa well as 
being Involved In overall 
curriculum development. 

The post will provide the 
opportunity to develop 
managerial and administra- 
tive aldlla within the Prim- 
ary aoe range. 

Visits welcomed. 

Applications and further 
detalla available from tha 
Headteacher. (Largo 

S.A.E.). 

Completed forms should 
be returned to Town Hall. 
Twaady Road. Bromley, 
Kant BR1 1 SB. CloaMfi 
dote: 12th November 1987. 
(20446) 110012 


BAHNSLEY 

METROPOLITAN nOIIOUGH 
COUNCIL 

EDUCATION COMMITTEE 
I) E ARNE THURNSCOE TIIE 
HILL INFANT SCHOOL 
Brunswick Street. Tliurnacun. 
Rut hr Mi am S63 OHU 
DEPUTY HEADTEACHER ■ 
Group 4 

Application forms and further 
Uniaile obtainable rrom and 
returnable to Ihe Director of 
Education. Bernealal Close. 
Barnsley S70 2HS by 6 Novem- 
ber 1987 (SAE pleeaal. 
(205231 110012 


BRADFORD 

CITY OF BRADFORD 
METROPOLITAN COUNCIL 
ADDINOHAM FIRST SCHOOL 
Required for January 1988. a 
Deputy Headteacher for this 
□ roup 3 First School. 

Applicants must have the 
ability to work throughout the 
First School age range. 

Visits to Ihe School may be 
arranged, please contact the 
Headteacher. Mrs J. Jones 
(Tgl: Addlngham 8303981. 

An Indication of particular 
atrangtha and interests should 
accompany the application 
form. 

Application (orn» may ba 
obtained from the Directorate 
Personnel Office, 2nd Floor. 
Provincial House. Market 
Street. Qradrord BD1 INF and 
should ba returned to the 
Headteacher, Addlngham FIrat 
School. Chapel Street, 
Addlngham, ilklay. West 
Yorkshire by 2 November 
1887. 

Reference ET 1 19907/TES. 

Bradford le an equal oppor- 
tunities employer and wel- 
comes applications from appli- 
cants or any race, sex, age or 
disability, unless otherwise 
stated. ( 20882 ) 1 1 0012 



WEST 

GLAMORGAN 

County Council 


EDUCATION DEPARTMENT 

Teaching Vacancies 

Applications are Invited for the following posts to commence 
In January 1 988 or as soon as possible thereafter. 

Pentrepoeth Infants School, Soar Road r 
Morrlaton, Swansea. (Mixed) (130 + Nursery on 
Roll) (Age range 3-7) 

HEADTEACHER for this Group 3 school. 

(Poat Ref: 1:32:87). 

Athrawon Bro, Welsh Resource Centre, St 
Helen's School Annexe, Vincent Street, 
Swepfea.. 

Applications are Invited from experienced and dhtttfafa&tti) 
teachers. In-aervlce training will be provided for them at the 
Resource Centre. A one year contract will be offered in the first 
Instance. Secondment can ba arranged for teachers currently 
permanently employed by the West Glamorgan County 
Council. Car ownarahlp is essential. 

ADVISORY TEACHER, Athro/Athrawea Bro - to teach Welsh 
as a second language in the county primary schools. 
Experience of second language teaching in the primary sector 
essential. Professional Grade. 

(Post Ref: 2:32:87) 

SERVICE FOR THE HEARING IMPAIRED 

Catwg Primary School, Cadoxton, Nr Neath. (Mixed) (126 on 

Roll) Age Benge 3-11) 

QUALIFIED TEACHER OF THE DEAF to work Initially atGatwg 
Primary School. Applications will also be considered from 
qualified and experienced teachers who are prepared to 
undergo training In conjunction with Mid Glamorgan 
Education Authority to obtain the necessary Diploma In the 
Education of the Hearing Impaired pupils administered by the 
British Association of teachers of the Deaf, Professional 
Grade. 

(Post Ref: 6:32:87) 

Application forms and further particulars for the above posts 
are available upon receipt of a large stamped addressed 
envelope from the Director of Education, Personnel Section, 
West Glamorgan County Council, County Hall, Swansea, SA1 
3SN. 

The oloalng date for receipt of completed applications is 
Thursday Bth November 1887. 


Primary Headship 

Camelford Junior & Infant School, 

Highfield Road, Camelford, CorhWall PL32 9QZ 

Group5 

Available from Januafy 1988, 

Closing date 1 3th November 1 987. 

Application forms/furtjier details are available on 
receipt of S.A.E. (foolscap) from the Secretary for 
Education, (Schools Section), Cognty Hall; Truro, 
Cornwall TR1 3BA. 

• • .1 ‘ • 

There is a Removal Expenses Scheme for teachers 
taking up permanent appointments from outside 
-the County. . \ 

V ; • . ' ' . ' . ■?' V-* (Mw2) 


BUCKINGHAMSHIRE 

Kkiurald, nradvilie, Milton 
Koynoa MKI3 7BQ 
i tloadtoacher: Mis* A. Miles) 
DEPUTY HEADSHIP - OROUP 

A teacher with good or nan I ••- 
Moral and loodarahlp •Kill* 
required for this ostablianad 
firm achool. _ 

In approved cease, the Coun- 
ty Council oirara a substantial 
housing and relocation pack- 
age. There is a wide range of 
housing to buy In the area. 

Application form and furth- 
er aetella available from The 
Education officer. Milton 
Keynes Area Education Office, 
1 wltnn Qate East, Central 
Milton Keynea MKB 2BE on 
receipt of an AS stamped 
addressed envelope. . . _ ' „ 

(19097) 110012 


DORSET 

6T MARY'S R.C. (V.A.) 
PRIMARY SCHOOL 
Barnes Way. Dorchester DTI 
BCD 

DEPUTY HEADSHIP - GROUP 
IV 

Applications are Invited for 
this poat to take effect from 
Easter, from practising Cntho- 

Send S.A.E. for application 
form and details to:- Mr. E. 
Addison. Clerk to the Gov- 
ernors, 31 Cornwall Road, 
Dorchester, Dorset DTI IRY. 
Closing date 12th November. 
(204A9) 110012 


ESSEX 

6T. FRANCIS R.C. PRIMARY 
(AIDED) SCHOOL 
London Rood, Mildon 
Tel: Maldon 56698 
(Roll 200) 

Re-odvertlaement 
DEPUTY HEADTEACHER - 
OROUP 4 

Required Easter 1988 or as 
soon as possible. 

Enthusiastic experienced 
teacher for upper Juniors. 

Expected to play a major role 
In ataff/currloulum develop- 
ment throughout the achool. 
Applications Invited from 
preotlslng Catholics. 

Removal and relocation ex- 
penses of £4,000 available In 
appro vefd oases. 

Application forme from 
Headteacher at the echool 
(foolscap SAE please). 

Closing data Oth November 
1987.(16767) 110012 


KENT 

COUNTY COUNCIL 
EDUCATION DEPARTMENT 
EAST KENT AREA 
MINSTER C.B. PRIMARY 
SCHOOL. 

Minster, Nr. Ramsgate CT19 
4DB 

DEPUTY HEAD TEACHER - 
GROUP 4 

January 1888 or a.a.a.p. 
thereafter, lively, commuted 
applicants sought with en In- 
terest in ataff/currlculum de- 
velopment end eventual 
Headship. 

Further detalla and applica- 
tion forma from the Mead 


HERTFORDSHIRE 

SCHOOL URNBJUNIOR 

Bridle Way North. Hoddeadnn 
Herts. ENU BPP 
Head Mr. H.A. Clayton 
Deputy Head (Group 4) + 
Fringe London Allowance 
S\PSJ? ,rBd for Summer Term/ 
1 988 or January 1988 if 
possible . 11 

. Applications are invitsc 
from suitably qualified and 
experienced teachers f 0r (hi 

J oat of Deputy Head for ihi» 
unlor School. TJhe person 
appointed will be expected to 
offer a strong lead in one or 
more araea of tha curriculum: 
Application form from tha 
Divisional Education Officer 
Scott House. Hagsdell Rond' 
Hertrord SGI 3 8BQ. ‘ 

Completed forma to be re- 
turned to the Headteacher it 
the achool. 

The Authority operates ■ 
generous recruitment Incen- 
tive scheme. 

This Is a re-advertisement ■ 

previous eopllcshta need not 
re-apply. (16750) 110012 


LIVERPOOL 

EDUCATION 

DEPARTMENT 

DEPUTY HEAD TEACHER 
Group 4 £13,000 

LISTER DRIVE C.P. 
INFANT SCHOOL 
Llater Drive, Liverpool 
L13 f HH 

Required for 1st Janu- 
ary 1988. An Interest In 
music desirable. 

Application forma 

obtainable from (send 
S.A.E.) The Director of 
Education. Teeohlna Staff 
8ectlon, 14 • Sir Thomas 
Street, Liverpool LI 6BJ. 
Please quote F ft M 131 
(el. To be returned to the 
Director of Education by 
Bnd November 1987. 

Liverpool City Council 
la an Equal Opportunity 
Employer and welcomes 
applications Irrespective 
of raee, sex, merltel status 
or disability. 

(90416) 110012 

NOTTINGHAMSHIRE 
COUNTY COUNCIL 
ST JOSEPH'S R.C. (AIDED) 
PRIMARY SCHOOL 
Main Rood, Bough ton. Nr. 
Newark. Notts. ND22 9JE 
Roll: 176 (Including Nursery! 
DEPUTY HEAD TEACHER ■ 
Group S 

Required for January, a well 
qualified end experienced 
teacher of the entire primary 
age range. Tho eucaeaeful 
candidate will be expected to 
aaaume an important role in 
the management and develop- 
ment of the .*choal. Practis- 
ing R.C. preferred. This la a 
re-ndvertlsement .and pra- 
vlous applicants will be coni- 

W Application forme and 
further detalla are available 
(a. a. a.) from Head 

Teanhar at the School. Visit* 


it I.S : t •.* «* *»r( afVtt/g-ii/A 




ruruiar aoioiia «na appiiw. mavirai rv - * 

".loots r.Hr^VS , 7a^ portun, T t ’[o§?3 

® SURREY 

COUNTY COUNCIL 

* FRINGE AREA LONDON ALLOWANCE £309 p.a. throughout 
the County. 

* Temporary housing may be available. 

* Generous relocation expenses In approved cases. 


DEPUTY HEADSHIP 


SHAWFIELD C. FIRST SCHOOL 
Winchester Road, Ash, Aldershot, 

Hants, GU12 6SX. 

(Estimated NOR January 1988 — 165) 

Applications are Invited from suitably qualified and experi- 
enced teachers fortha post of DEPUTY HEADTEACHER (Group 
4) from January 1988. 

Thla is a re-advertisement and all pravloua applicant# will be 
considered. 

Application form and further details (s.a.e. please) from South 
West Area Education Office, 14 a/b North Street, Guildford, 
Surrey. . 

Cloalng date 13th November 1887. 

(62467) 


SOUTH GLAMORGAN COUNTY COUNCIL 

St Paul's Church In Wales 
(Aided) Primary School 
Cardiff 

Deputy Headteacher: 
Group 4 

The Governors of this Group 4 Aided Church In Wales 
School invite applications from suitably qualified and 
experienced teachers who are practising members of 
. the Anglican Communion for the post of Deputy 
Headteacher. This Is a semi open plan school In a wall 
established area of Cardiff with a thriving community: 
The school replacing a former Church School was 
. built some 1 3 years ago. 

The successful applicant will be expected to take up 
duties in January 1988 or a date to be arranged. 
Application forma may be obtained on receipt of ■ 
.i stamped addressed foolscap envelope from Mfj 
Orrel| f Dlrectbr of Education, Education Offlcal# ! 
Kihflswey, Cardiff CF1 . 4JG, to whom compWefl- 
rorme should be returned within 10 daye of tne 
^ a ppear*n(^ oft hl»«dvertise merits - 

wg lagg biv-iw ■.■on’ 


EDUCATIONAL SUPPLEMENT 23.10.87 


®fJp D s EPUTY 



" , . OLDHAM 

EDUCATION COMMITTEE 

rnRPUS CHRIBTI R.C. 

C PRIMARY school 
at.iSey Roed. Chaddorton. 
“'"Oldham 6LB 7HA 

RMuIrad for Baetar IBB8 
n.oiiiy Haas (Group 3) for 
• D h1a mHooI of epproximnto- 

5 8 B 0 pup**» , ond * 30 

Km* nureary unit, of open 
Sim drttgn. Appllcoiue 
fholld se axporloncad, 
fi.tlblB toochare, oapablo 
if to-ordlnatlnn currant 
...if and aurrlculum do- 
foment. Commit tad 

Sing Roman Catholic 

aiianUal. 


■ APP»«^tan 

f ur “ er 

(fom .. the 


cation forma/ 

da tails (a.n.o.) 

the Diroctor uf 


■duMtlan. raturnablr to 
(ha Rev. J.J- Rewion . Cnr- 
SIS Chrietl. Proebytory. 
harby Street, Cliaddnrton, 
ofdbim 019 7HX by the 
IJth Novaxnbor 1987. 

Ait Equal Opportunity 
Employer. 

Aiflttance with Local 
g < °i r iy43^ U,>nn i. a 0 V 0 Q i 1 2 

VEST SUSSEX 

DEPUTY HEADTEACHER 
DOWN VIEW COUNTY 
PRIMARY SCHOOL 
KllVilO (Sapt . 1987) 

|,|«rr: Qroup 4 

Eipirleaood primary praotl- 
lloMr riqulrod to _ahara the 
ludarahlp of thla B-ll open 
■tn achool. Applicants 
riwdd ba committed to 
acLMty-baiad laarnlna can- 
m) upon flrat-hand exparl- 
ik*. »nd ahould ba prepared 
u inch throughout the age 
rut*. 

Application forma and 
rurtinr detalla availablo from 
HMdteachar, Downavtaw 
C.P. School, Wnoxhim Way, 
Filphim, flognor Regia, West 
hnai. (Large a. a. a. please). 


□ailfig data: 
1987. (22986) 


November 
1 100 I B 


Kiln Scale Incentive B 


BOLTON 

! METROPOLITAN IlOnOUOil 
l UiBqiui Opportunity 

^CI^s'parK SCHOOL 

I'S&StfW*’ Uorw,c, '‘ 

JSEMAHY TEACHER - Main 
l kdydui Allowance a 

wiilrad from let January 
to talon a amall group 
•f chlldran with emotional 
Ulffloultloa. 
“fflL *• teach Art nn«l Craft 


Jgn«nd Arte, Fade r bar n 

-rj r ii, «*sa 

110036 

^HILLINGDON 

“"ffiiUSgBSS" 0 '' 

Number On roll: A is 
Kaidtaaahar : d.k. 

MihT'‘ |h«. ■ greatly 
'■■a or ihi. c Sii?. th 2 eurrlcu- 

^S.uv r !j,:: , ,s: 

>»e con- 

Uon *l prtou«? <1-rn * ,,uc *' 


CHESHIRE 

EDUCATION COMMITTEE 
WADE DEACON H.OH 

B , rch,i.M AW6 w, a „„ 

Tel: 031-423 2721 

TEACHER OF THE 
i ^^Ay-Y-HEARWG 

(M*P .O* plua allowance D) 

1 BaR^r 1 fop 1 “* January 
less or as soon aa poaalbla 
tlioroafter. a quallfiad 
teacher of tha dent to work 
In the nchoora unit Tor the 
purtlally-liaarlng. 

Wiidu Deacon High School 
Ih u co-educatlonal compra- 
lionalve rcIiooI Tor n ia 16 
y°"j; uld pupils. Thora are 
1'°®° Pupil* on roll plus 24 
purtlally-liaarlng puplla 
who nro ns fully Integrate,) 
na poHHlblo within the maln- 
"t ream of school. 

Tho Hiieceaaful candidate 
will . work with three other 
nunlif led teachers of the 
Approximately 7094 
°f ’ hla/hnr tlmotable com- 
would be within 
!,*'■ “'y'*?" apoclallst 
individual hoip to the 

C£«5 ,al J y : honr,n n pupiia, 

5094 of the timetabled com. 
mltniont would ba devoted 
to teaching within the main- 
stream of achool i suitable 
candidates could be glvon 

O C°^ I E* r |eve| y tQ tOBCh to 

Application forms and 
further Information are 
available rrom the Head- 
teacher at the achool at the 
above address . The cloalng 
date for applications la Frl- 
day. 6th November 1987. 
(20458) 1 1 0036 


NEWHAM 

LONDON BOROUGH OP 
NEWHAM 

An Equal Opportunity 
Authority 

ELMHURST JUNIOR SCHOOL 
U £ ton Park Road, London E7 

Number on roll: 380 
Head Teacher: Mr. O. Dring 
MATHS CO-ORDINATOR 
Incentive Allowance 
Required January 19B8 or ae 
soon •• possible. An experi- 
enced and exemplary Junior 
clean tenchar la required for 
thla targe multicultural school. 

The successful applicant 
would be required to load the 
achool 'a maths teem who de- 
sign. monitor and assess the 
effective Imnlomentetlon of 
tlile important area of tha cur- 
riculum. 

London Allowance £1,213 
Plus Social Priority Allo- 
wance, 

Application forma/further 
particulars (s.a.e. please) 
available from The Director or 
Education to whom completed 
rorma should be returnod by 
3rd November 1987. 


Education Orrieoa, 379/3B3 
High 8treat. Stretford BIB 
4RD. ( 1B0B I ) 110036 


Main Scale Incentive A 


NEWHAM 

LONDON BOROUGH OF 
AlilquBlO ppur t mi I ty 
KLMMlJllHT JUNIOR SCHOOL 


Otj(> r - . Education Offlcaa. 378/383 

huhfj Allowance High Street. Stratford E13 

110036 4RD. 1 1 0OBS) 110030 


BRENT EDUCATION 


JNIOR CLASS TEACHER - Main Grade 

KBrnw JUNIOR 8CH00L, CfUitsrfaury Road, Kil- 
Teh 3B30 (RoU 350) Social Priority Alio- 
- £270 

“•£7^x5?* n l4Cl«H (Main Grade). An eothunanic and *nai9«U= 
10 H*o«al rssponrtkbcy for P E andOsroo*. 
Pisftnad. Tha appeOitment wlU be to Uis *eivieg of 

pONPORMI (3 AT) ARE OBT AINAS LX BYCOWTACriHOTHS 

“ WB *R.**nmHA8L* ar aut November tear. 

■ ^ ^WM i g s Jl y oeaaatoad fo woJtl -cultural a d o cad ow. • 

’ M IS par mmm Is nada. 


uxEspettef 


Ihirthsr JuHrmstk* 


BUCKINGHAMSHIRE 
1S%oyer° rtijnit v 
A RE A NS FlEL D/C H1LTERN 
bchool ,IB8enden c of e 
Church stteet. Great 
Mlesanden HP16 OA 2 

Il2Suu:5?i tBr5 ft. Aylotfc. B.A. 

veer 'll ,or B C,BIB Of 

o x h ^ d J_ 1 0 will also be 

SL-S’lSSKSai,. 

«rT« l fl Btlon form and furth- 

iptfWjftgay 8 13 "TOIS 

NEWHAM 

NE^^ D ° ROUa » OF 

ASte« , y° BPOrt,ln,t,f 

gORTWAY INFANT SCHOOL 
Park Road, London El S sqf 
N umber on roll: 133 + 60 
Nuraary 

INCENTIVE ALLOWANCE ’A 1 
Required January 1988. Qn- 
thuBiQBtic Infant Teacher to be 
responalble for co-ordinating 
Mathematics and developing 
the use of computers through- 
out the school. 

London Allowance £1.915. 
Application, forma (a.a.a. 
please) available frqm The 
Director of Bduestlon to whom 
completed forms should ba re- 
turned by 3rd November 1987. 
Education Office*, 379/393 
Stretford BIS 
4RD. (19086) 110038 

Main Scale 


AVON COUNTY 

J^o¥ PARKJUN10R 

Queenahlll Road, Knowle, 
Briatol 

?“®rulred from 1st January 
198S, teacher to develop Music 
and Drama with older Juniors 
In n lively tenm-tOBching unit. 
The eucoeseful opplloant will 
be expeetad to take a full part 
In school lire, 

„ Letters of application to the 
Headteacher giving full a.v., 
names or 2 referees and enclos- 
ing a stamped addresad en- 
velope. 

iaa 7 ° aln0 D “ tBI Blh Novambor 
Avon an an Equal Opportuni- 


ties Employer consider* appli- 
cants on their suitability for 
the post regardless ot sex, 
race, disability or aexual 
orientation. (16607) 110040 


KLMHliilHT JUNIOR SCHOOL 
Upton l’ark Rond, London R1 
fl ia A 

Number on roll: 380 
lined Teacher i Mr. (I. Dring 
KCIP.NCi: CO-OHDINATOH 
Incentive Allowance • A’ 
Itmiiiireil January lose or aa 
aoon «■ passible. An axperl- 
anueil and exemplary Junior 
rless teacher for Utla large 
multi cultural arhool. 

Tha successful applicant 
would ba required to lead the 
school's science team who de- 
sign, monitor and assess ths 
effective Implementation or 
this important area of the cur- 
riculum. .. ... 

London Allowance £1.913 
plus Soclsl Priority Alio- 

WM App*Hcatton forms/furthsr 
particulars (s.a.e. please) 
available from The Director of 
Education to whom completed 
forms should be returned by 
3rd November 1987. 


BARNET 

LONDON BOROUGH „ 

5^iTi E 9 D 8 4 ANUARY/ 

82S£& IELD8,nfant 

Hartland Drive, Bdowsra, 
Middx. HAH Bit II 

ROM ?M6 a “ 6184 

Infant Class. Applicants 
should outline any contribu- 
tions tliay are able to make to 
tha achool aa a whole, through 
experience, Interest and qual- 
ifications. 

Kamova) exponses and 
sepuratlon allowances avail- 
able . 

Application forma (foolsonp 
a.n.o.) obtainable from ami 
returnable to the saliool by 6th 
November, IBS 7. 

(22900) 110040 


BEDFORDSHIRE 
EDUCATION SEItVICB _ 
FERR ARE INFANT SCHOOL 
Macaulay Road, Luton, Beds. 

Toll 373641 

Required for January 1988, 
temporary for two terms, in 
Infant/Nuraary teacher, Main 
Scale. Music an edvantags. 

Application rorma available 
rrom and returnable to the 
Headmistress- S.A.E. plasaa, 

Bedfordshire Is an Equal 
Opportunities Employer. 

(V67B9) 110040 


BERKSHIRE 
COUNTY OF BERKSHIRE 
HOLY FAMILY RC 
COMBINED SCHOOL 
High Street. Langley, Slough 
BL3 8NF _ . . ,___ 

Required for 1st January 1988 
(main scale) on enthusiastic 
child-centred teacher to Join e 
committed star/ at a very axclt- 
Jna stags of this newly formed 
combined achool. 

Closing date «th November 
1 BB 7 a 

Berkshire has i scheme of 
reimbursement of lodging and 
removal! expenses. 

p,o A y n or E ir6^SP OrtUn,t, tV0?5 , 0 



BUCKINGHAMSHIRE ' — 

MILTON KEYNES 

FchSSE countv prRST 

Bury Street, Newport 
Pagnell, Bucks. MK16 ODT 
(Headteacher: Mrs F.N. 

Rose) 

Required for January 1988 e 
temporary teaoher Tor two 
l *™* only. Main scale poet. 
„„ A 3ply by letter to the 
Headteacher giving full curri- 

c HL u,n Jj tao Bnd thB nuna* 
and addresses of two ra- 
p J;a" enclose a 
stamped addressed envelope. 

Sth November 
1987. (19096) 110040 

ESSEX 

SCHOOL 01 * COUMTy INFANT 
ENBVBB ,n *' Walth * m Abbey 

TEACHER - MAIN SCALE 
Required January 1988. 

For reception dess In this 
open plan school. All visits to 
the school welcome. 

„ Plenee apply direct to tha 
Headteacher stating strengths. 
19|T° , n|1 d,ltB 6th November 

ST. LAWRENCE C OF E 
JUNIOR SCHOOL 
Nlnerields Estate. Waltham 

Abbey 

main 06)“ ,laV 713999 
TWO TEACHERS - MAIN 

Required January 1988, 
Experienced, enthusiastic, 
cgring teachers committed to 
ehlld-centred education, in 
open plan community school. 
Please state special strengths. 

Apply direct to Headteaoher 
at the school, 

Closing date 9th November 

1 oar a 

SCHOOL 8 COUNTV fNFANTH 
Lodge Road, Wrlttle, 
Chelmsford 

moiFiioj Bford 4209,13 

TEACHER - MAIN SCALE 
Required January 1988. 

Lively enthusiastic Infant 
Teacher with a special interest 
In Music. Visits to tha school 
welcome. 

Purthor details and applica- 
tion forms available from 
KsadtoBchar st the school. 
(16774) 110040 




DEVON 

COUNTY COUNCIL 

Please boo display advertlso- 

miml on page 99. 

1 1BQ76] 110040 


Lancashire^ 

County Council ® 


An i Equal Opportunities Employer welcoming 
applications from all sections of the community. 

Unless otherwise stated ths following are required as soon 
aa possible and ihe closing data is 6th November, 1987. 

For application forma and addressee to whom completed 
forms should be Bent, send SAE Ifoolacap) to the Chief Edu- 
cation Officer, PO Box 61, County Hall, Preston, PR1 8RJ. 

COUNTY PRIMARY SCHOOL 
Re-ad vertlsem ant 

BURNLEY8T0NEYH0LME NURSERY (80 on Roll part-time) 
BURNLEY ELM STREET NURSERY |80on Roll part-time) 
HOME SCHOOL UAISON — Main Scale— Ability to communi- 
cate in Urdu/Punjabi or Bengali an advantage. Previous 
applicants will be automatically re-conaldared. 

VOLUNTARY AIDED PRIMARY SCHOOL 
In which the Govemott are the Employers 
Ra-advertlaamant 

CHORLEY ST GEORGE'S CE (AIDED) 

Choriay (205 on Roll, 4-1 1 mixed) 

1st May, 1988 

DEPUTY HEADTEACHER - Group 4 - 
Practising Christian preferred 


Waltham Forest la a multi-racial aroa and we 
aro anxious to ensure this Is reflected In our 
workforce. We welcome applications from 
paoplo ragardlosB of race, colour, creed, 
ethnic or national origin, age, disability, 
marital status, sex or sexual orientation. 


Waltham 


rest— 


To assist In recruitment of teachers lo this Authority a playgroup has bean opened for 5 days 
a week during term-time from 8.30 a.rri.-4.30 p.m. providing for teachers 1 children from 3-8 
years of aga. 

Except where otherwise stated, application forms (and further details) are available from 
and returnable to tha Haad Teacher aoncerned. 


Secondary J 

MAIN SCALE 

CONNAUGHT GIRLS 1 SCHOOL - 
Cdnrtaught Road, London Ell 
Head: Mias LM O'Brien 

Required from January * 

Temporary Teacher of Rallgloua Education 
(Main Soale plua Outer London and Social 
Priority Allowances) required In this com- 
prehensive school for glrle agea 11-14 years 
(430 on roll) to cover a maternity leave. An 
experienced teaoher of Religious Education Is 
aought to ba responsible for the teaching of 
Multi-Faith RellglouB Education. 

Closing date: 0 November 1987 
Ref: P77/70/T. 

LEYTONSTONE SCHOOL - 
Colworth Road, London, Ell 
Head: Mrs. C, Broomfield 
Required for January (For one term)' 

Part-time Teacher of Computer Studies — . 
Main Scale (plus Outer London and Social 
Priority Allowances) required In thla co-edu- 
oational comprehensive school for puplla 
aged 11-10 years (950 on roll). 

An anthualBstto and waif qualified teacher to 
replace a Head of Department for 2 Vi days a 
week.. Ability to teach GCSE Computer 
Studies, Lower School Information Technol- 
ogy; R.S.A. Computer Literacy and have Input 
Into CPVE course necessary, Also ability to 
manege the Network and Support users, 
supervise technician and liaise overstock etc. 
For thla post only> sand letter of application, 
CV and names and addressee of two referee 8 
to the Headteacher. • 

Ref: P83f7l/T. 


Primary 


MAIN SCALE 

DOWNSELL INFANTS {SCHOOL, ! 
'Downeatt Hoed/ London E15 ■ 

Head: Mias S. Brodfo. ’ > 3' 

Required for January 1.2 posts. *; 

Tsaoher for Cfass of Reception Children in 

open-plan School, t 

PleflSe State particular Curriculum inta rests,. 
MAIN SCALE pl\» p\iter Ixrtdph and Social 
Priority Allowaricde.''::.:: , 

■ flpf:'P23/7fl/r. • ; . : 


LONGSH AW PRIMARY SCHOOL - 

LongshawRoad, London E4 
Heed: Mr. 0. Bookman 

Raquired for January 

Successful Teacher required initially for an 
Infant class. An Interest In P.E. an advantage. 
Main Scale plus Outer London Allowance. 

Ref: P3B/73/T. 

] STONEYDOWN PARK JUNIOR SCHOOL 

Pretoria Avenue, London E17 
1 Haad: Mr R Jenkins 

i 

| Required for January 
' 2 Teaohere required for 4th and, 2nd Year 

Juniors Initially. 

Please state area of ourrloulum Interest. Tain- 
. porary appointments for 2 terms In tha first 

Instance. 

Main Scale plua Outer London Allowance. 

Ref: P57/75/T. 

ST HELEN'S RC INFANTS SCHOOL 

Shornhall Street, London E17 
Head: Mrs E, Denorls 

Required for. January 

■ Temporary Teacher to cover maternity laavs. 
Main Sea la plus Outer London Al lo wance. 

Ref: P46/T. 

... ST JOSEPH'S RC JUNIOR SCHOOL 

Vloarage Road, London E10.: 

Hoad; Mr. R.PIpkerlng 

Required for Jan uaiv . / 

2 Teachers required Initially for 2nd/3r<f or 
. 3rd/4tii year dassee. 

An Intereat In AVA and Computer Reapuiifofl : 

• or Art advantage. 

Practising Roman Catholic pioforted, . 

Maid Scale plUB Outer London AlloiwaricB: 

.. . pfft7a^r.: ; ■ ;■ 

WHITEHALL PRIMARY SCHOOL 

Norma n ton Park, London E4 ! 

Head: Miss D, Cullimore.- * 

■ • ..... r ; . : 1 

Required as soon as possible, j 

Part*tlme Teacher for two mornings per Week ; 
to support the Teaching of 1 Junior egeef i 

-/pupils.; v,i .: • . 8 

*• ' Main Scale plua Outqh Lori don AKowiffia.'" jr ft 

' 1 ref: MMir; : V - .- . J 

V- - ■: ■ l«3W2l I 














i r ■ I 

•I ' 


S ! ! 

f V I 


•; . l 


< 1 i 

!':! ; j 
;i - 


* 





.. r-i i 


!!S, , 



THE TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


PRIMARY EDUCATION 

ronUnund 


north Yorkshire 


Mlt.1. HILL C.P . 

iB»5 qu,rod 

1B8B, an 

teacher 

PlBUD 

•tro I ■ IHIIIPH fa.a.n. 

■uiiriy Eilucu- 

County Hull. 

llorton IML7 HAE. 

%..uilnn dal 
« 163681 



worth i 
nary l!«B8. 
oar her fMnln 

lor u Rin r*|itliiii r!u»n. 

Lcttnri of application to Hid 
llnudinaclinr menllnnlng suo- 
clal interests, with names unrl 
uddroiaet or two i-clareoa. 
Visits welcome. 

The Authority operates a 
ntnerouB recruitment Incen- 
tive sr homo. (16731) 110040 


DSI1IKK 
:iai«m JUNIOII 
...:iiocil 
lUlnhiialniry Wav. *itiivi-iiou«. 
Herts . Olll* 

Tnl: Sti* veil mjn 3S-iS.in 
llond t fiii h nr: Miss H. 
llockoMtdl 

Owl mi Id <uin at our Huff 
Icmliia Hie urua, wo are luuk- 
Ina lor a Malnacule toucher tu 
nommnncp January 1088. 
Please state curriculum in- 
ternets. 

Further Information and ap- 
plication forme from I loud - 
teacher- Visits wnlcomo. 
<204 12) 1 10040 


HEIlTFOlZDSHIItE 

STON LIIH.I. JMI SCHOOL 
Western Clrmn. I.elc-hworrli. 
IIitis. SO/i 467 
Tnl: 11462 686734 
Hi'inl: Mlssl. KhuwIdb 
R equired fur January I98H a 
Junior I mclier (Main Scale). 
Further doliiils uvullahlu from 
I he If euilteiirlipr. Miss 
Knowles- Informal visits wel- 
coiuoil . 

Luttars nl application alonu 
with c. v. nml nainus of two 
referees In tha Headtcachpr as 
Boon as possible. 

( 16759 ) 1 10040 


Working in 
Education 


The Inner London 
Education Authority Is 
committed to providing & 
high quality education 
service to one of the most 
ethnically end culturally 
diverse populations In 
Britain and Is able to oiler 
Its teachers: 

* Commitment to 
promoting equality of 
opportunity In education 

* Pupil teacher ratios 
among the best In the 
country 

* Hall-day a week 
Induction training for 
probationers ana a high 
level of In-service training 
provision thereafter 

* With same 950 schools, 
opportunities to broaden 
experience and enhance 
career prospects 

* Exceffent support sta ft 
and professional back-up 
phis a range of central 
specialist resources 

* Inner London allowance 
of £1,215 plus In many 
cases Social Priority 
allowance of £207/276 p.a. 

In ackfftfon to aalary 

+ As a result of The 
Tbachers' Pay & Conditions 
Act 1687, Burnham rates of 
pay have now been 
replaced by a revised 
structure, f ha posts listed 
below give details of the 
new 'Main Seals’ ptos an 
Incentive ^Iterance’ (IA) 
where applicable. 

The rate payable Is: 

Rate Annual Amount 

B £1,002 

D £3,000 

B .£4,2 06 

(note.- rates A and C are yet 
to be Introduced). 

* Ail posts open to job- 
sharing, unteM indicated 
pttwWw (IWSJ A register 
ter pairing potential 
/ob-sfiarere te maintained 
by E0/PER/PS7, Room ■ 
533, The County Hall, 
London SE17PB. 

W: 01*633 3674. 

M.B. appJfcattenscan 
MOT be dealt vvtth oil this 
number}. 


Headships 
& Deputy 
Headships 


RM» refer to separata 
advertamwl also in Oils 
pubHcafian on psga SI. 


Primary 

Education 


Postsof : 
Responsibility 

. ADDISON (JM&l-fN) : 
Vr-MdreonGantena, W14 OUT. 
'•HMHfL 
Head; Sob V&reyeken 
Required fronrJBiiija/y- Main 
Scats teacher wh :>*, 
recponeWIty tor maths ■ 
throughout the schoot Al ' 
present ihO teacher would be : 
as h e d to lake a 3rd year )unTqf 

BEAUFORT HOUSE (JMSI) ". 1 
LiMs Road, SW6. 

TIM: 01 -305 3780. Roll: 160. 
Head: F. UorozgaJsM 
Required asap. Main Scale post 
to take responsibility lor 
curriculum development 
throughout the school In maths/' 
serenes. 


BEN JONSQN {JM&I} 

Essian Street. Mile End. 

EMQE.Tel. 01-7904110. 

Roll. 390 

Acting Head: Judith Oiylls 
Required from January. Act mg 
MajnScale + IA'B'wui 
responsibility (or environmeniai 
studies and communily baison. 

HfTHERFJELD (JM) 

Leiqham Vale. Streaiham, 

SW162JQ. Tel: 01-769 2046. 
flail: 190. 

Acting Head: Mrs Ann Maloney 
Required asap. P/T 0 5 Junior 
teacher willing to vvw k on a 
flexible basis; prepared to assisi 
teachers and take some class 
responsibility in this lively multi- 
cultural environment. 

LONDON FIELD5 (I) 

Westgale Slreet. E83RL 
Tel: 01-254 1498. 

Roll: 126+50 P/T N. 

Acting Head: Edda Locks 
ReCMired from January. Main 
Scale class teacher to take 
responsibility for creative arts 
across lire curriculum Including 
drama or music in friendly 
school. 

PARK WALK (JM&i) 

Kira’s Road, Chelsea, BLUE c 

SwfoOAY. Roll: t68(mc.35N). KlngDa 

Head: Peter Reas Tel: 01- 

flequired (ram January. Main 
Scale teacher. An enthusiastic 
and experienced class teacher 
is required to work In this 
multiracial school. A curriculum 
interest in dance and/or drama 
Is desirable. Must be committed 
to promoting equal 
opportunities for all children. 

ST MARY MAGDALENE 
(JM&I) 

God man Road. Consort Road, 

Pack hem, SE15. 

Tel: 01-839 1724. Roll: 221. 

Heed: Mrs P. E. Steadman 
Required from January. Junior/ 

Infant teacher with 
reaporetbMaeato lnckide.P.E, 
and Games through the school. 

Should be a devoted Christian 
who Is able to teach In 
cofeb oration with other 
members of staff. 

ST MARY & ST MICHAEL’S 
RC<D 

Sutton Street. Commercial 
Road.Et Tel: 01-7902852. 

Roll: 195. 

Heed; Sister Josephine 
Requ'red from January or asap. 
t ) twain Scats Nursery Teacher, 
preferably a practising Catholic 
to work In a 2 ctpss Nursery 
UnH, and take responsibility (or 
1 Early Years and homa/school 
liaison. 

2) Main Scale Infant Class 
teacher, preferably a practising 
CaihbUc. to be responsible for 
Language development, 
throughout the school. 

ST PAUL'S CE (JM8J) 

Elsworthy Road , NW3 3DS. 

Tel: 01 -722 7381 
Rol; 206. Head: Wendy French . 

Required from January. 

Enthusiastic teacher Main . 

Scale, with Interest, knowledge 
In Maths, to take reaponsIbiOty 
lor curriculum development. 

Very supportive staff. (Vacancy 
due to promotion.) 

WINDRUSH (JM&l) 

Beniham Road. Ihamesmead. 

SE2B BAR. Tsfc 01-310 0157. 

Roil. 210. 

Head: Mrs Pamela Kinder 
Raoul red from January. Main 
Scale teacher for iWrdyeqr 
’ JunlorclaSB to assume 
respo natality for development 
of maths or language and 
resources throughout school 

WOOD BERRY DOWN (J) 

WoOd berry Grove. N4 1SY. 

Tel: 01-800 2161. 

Rofl: 17fl. Head D. dagger 
Required a Bap. A teacher. Main 
Scare for mhlnemalica. In a 
modem, well equipped biiftdbig, 
good transport. The teacher 
.would lake responsibilty for 
. curriculum development 
throughout the school. 


.Other Primary 
>w Posts 


ASHBY MILL (JM&I) 

Prague Place. Lyam Road. 
SW2. Tel: 01-733 6281 
Roll: 270. 

Head: Richard Stalnton 
Required asap Qualified 
Primary Teacher to leach 0.4 
with ESL pupils, small groups 
and individuals. Previous 
experience rot needed es long 
as ready io learn. Times and 
days flexible. 

BARLBY (JM&I) 

BarlbyRoad. W10. 

Tel: 01 -969 3BSS. Roll: 259. 
Head: Mr Philip Aldridge 
Required from January. 
Experienced Main Scale 
Teacher (or Middle Infants. 

BEN JONSON (JM&I) 

Essian Street, Mile End. 
E14QE. Tel: 01 -7904110. 

Roll: 390 Head: Judith Gry lie 
Required from January: 

1 ) Main Seals Teacher with 
knowledge of good primary 
practice to join junior 
department 61 (his large school. 

2) An 8nlhuBla6lEc, Man Scale 
Teacher with an Interest In early 
years education to join infant 
department. 

BLUE GATE FIELDS (JM) 
David Lane. Stepney. EL 
790 3818. Roll: Group 5. 
Head; Stuart Haley 


„ AVONMORE (JM&I),; , ■ 

- typfirnora Road, Wl4 RACHEL McMILLAN | 

Sra^ 97 ® 0 ;*: V J - ; ^ ; -McMillan Street, 8E8. 
g* ^ ^ffcrtaBrown - ' Rolt: J65F/T+10P/T. 
Reqdred asap 07, Part-time . ----- 

Teadiqr for Sacijon Uwybrk 
thfotighout ih# school vihicfT'H 
serves a community of wfoe.' : 'ordinate 

cufluraj and ethnic diversity. ' ■. 



ST JOHN EVANGELIST RC 
(JM&I + N) 

Duncan Street. Ni 
Tel: 01 -226 1314. 

Roll. 260 + 25 F/T N. 

Acting Head: Mrs E. Heffeman 
Required from January: 

11 Junior Teacher 
2) Infant Teacher. 

Main Scale with Catholic 
Teacher's Certificate. Practising 
Catholic preferred. Please elate 
areas of interest to help with 
development of curriculum. 
Closing dale: 20th Nov. 1987. 
ST MARY ABBOTS CE(JM8d) 
2 Kensington Church Court. 

WB 4SP.T01: 01 -937 0740. 

Roll: 200. Head: J. Staples 


1 ) A Primary Teacher Main 
Scale with experience of 
working with bl-Sngual English 
learners urgently requlradfor 
this friendly Junior school. 

2) An experienced Primary 
Teacher to work 0.8 in Bchoo!. 

All sessions are consecutive. 

BROADWATER (I) 

Broadwater Road, SW17 ODZ. 

Tel: 01 -672 7352. 

Roll: 150 + 50 P/T. 

Required from January. A Main 
Scan Teacher la develop and 
co-ordinate Mathematics 
throughout iMepteasant mutt- - ' - 
cultural school, 

BURDETT C0UTTS & 
TOWNSHEND FOUNDATION 
CE (JM8J+N) 

Rochester Street, SW1P 2QQ. 

(Nr. Vtclorla Station), 

Tel: 01 -834 3658. 

Roll: 240. Head: MrsM.BarMflr 
Required asap Part-time 0.3, 
hours to be arranged. 
Experienced Primary Teacher 
able to support class teachers 
In meeting chUdrerfe specific 
educational and social needs. 

DURAND (J) 

HackfordRoad, Brixlon. 
SW90RD. Tel: 01 -735 8346. 

Roll: 160 approx.- 
Heed: Mr Q, Martin 
Asap 0^ Temp. Terminal for 
Graupwoik.lnaGraup3mutil- - 
cultural Junior ediooL 

HIGH VIEW (JM&l+N) 

Plough Terrace, St John's Hill; 
SW11 2AA. Tel: 01 -228 1710. 

Roll; 200 

Head; MraJ. A. Ashed 
Required from January Main 
Scale Music. Experienced 
Class ^ Teadier to extend and 
srjjpOft music throughout the 

MAXILLA NURSERY CENTRE 

4 Maxilla Walk, W10. 

Rod: 62 F/T. Head: Paler Kahn 
Required asap 05 Nursery 
Teacher. The school la open 
Bam-Spm.Houte'tobe 
negotiated, can be flexible. 
OLIVER GOLDSMITH (J) 
Beckham Road, SE5 BUH. 

Tel: 01 -703 4894. Roll: 320. 
Head: Mr Peter Brown 
Required asap Part-time . • t 

cover for Induction, INSET and 
currlcukimdevelopmenL 

OUR LADY AND $T PHILIP 
NERlRC(JM&l) ' 

208 Sydenham Road, 

! Sydenham, SE2858&. ' 

Tel: 01-7784388. 

Roll: 297. Head; MraL Roberts 
Vacant now. A vacancy (or a 
commuted Catholic Teacher, 
state special frilereBi In . 
cuFTtcufum areas. AppllcaUon 

lehlrnableto: Fh ^ kLLam^ai l)ve 
aboteaddreea. 

Ctoafrig Ale; Friday 3 Ota Oof. 

RACHEL McMILLAN (N) . 


Teacher/309 lov/ork 
throughout the school. 

2) Required from January 0.8 
ESL Teacher to work 
throughout this JMI school. 

5T MATTHEW'S (JM&I+N) 

Old Pya Street, SW1P2DG. 

Tel: 01 -222 5170. Roll: 184. 

Head; Mrs B. A. Coates 
Required from January. An 
experienced Nursery Class 
Teacher. 

SOUTHMEAD (J) 

Princes Why, SW19 6QT. 

Tel: 01-7888901. RoU: 190. 

Required asap Part-time 0.7 
Teacher to work with small 
groups of children extending 
their Language Development. 

SUDBOURNE (JM&I+N) 

Hayter Road, SW2 5AP. 

Tel: 01 -274 7631. 

Roll: 210 plus 40 P/T+N. 

Head: Mrs Susan Scarsbrook 
Required asap. Main Scale 
Teacher to work alongside class 
teachers and share paction II 
work for this academic year. 

Class respShBtalllty 1988/09. 

Plaasa indicate areas of 
curriculum of particular interest 
Ability to work with children 
throughout tha Primary agsaiwUw*| 


WINDRUSH (JM&I) 

Ben them Road. Thameamead, 
SE28. Roll: 210. 

Head: Mrs Pamela Kinder - 
Required from January. 
Experienced Teacher 0.5 10 
support development and 
learning of children whosd first 
language is not English (mainly 
Vietnamese), and to forge 
home school Rnks. 

WOODBERRY DOWN (J) 
Wood berry Grove, N4 1 SY. 

Tel: 01-000 2101. 

Roll: 179. Heed; D.Jagger 
Required from January. 0.4 
Teacher 10 work with 2nd and 
3rd year Juniors in a modern 
well equipped school, good 
transport. iWofuti days 
preferred. 

Applications an Invited 
from qualified teachers 
Interested In working In 
this exciting Inner-city 
environment 


further details are available 
from the Head of the 
school, unless requested 
otherwise. Visits to 
schools, by appointment, 
are welcomed. 

Tha closing date for 
applications Is 6th November 
1987, unless Indicated 
otherwise. 



Inner 

London 

Education 

Authority 


““ILEA 

IS AN EQUAL 
OPPORTUNITY 
EMPLOYER 


CROYDON 

LONDON BOROUGH OF 
CROYDON 

EDUCATION COMMITTEE 

WINTEH BOURNE JUNIOR 
GIRLS 

Winterbourne Hoad, 
Thornton Heath. Surrey 
Cn4 7QT 

Tel: 01-684 3938 

An onthuelBBtic creative 
teacher. required for 
January to Join our happy 
and hard-warkinu team. A 
curricular strength In 
music would be an advan- 
taye, but other talents 
also considered. Visits to 
the school welcomed. 

Salary: Main Gratia. 

Tenable: January 1988. 

(20441) 110040 


DUDLEY 

METROPOLITAN 

BOROUGH 

Equal Opportunities 
Employer 

CIO MILL PRIMARY 
SCHOOL 

The Broadway. Norton, 
Stourbridge. Want 
Midlands DV8 3HL 

Required January 1988 
or aa soon as possible there- 
after. enthusiastic 

TEACHER (Main Scale) to 
teach class of 7-8 year aids. 

Ability to offer music 
would be advantageous. 

Application forma and 
rurtnar details are available 
from and returnable to 
Acting Headteacher, Mr. F. 
Hysiqp (Tel: Stourbridge 

393379) by fith November. 
(22969) 1 10040 


EALING 

LONDON BOROUGH 
EDUCATION SERVICE 
BBRR VMBDE FIRST SCHOOL 
Perk Road North . Acton W3 
8SJ 

Required for January/Maroh 
1988 a committed and enthu- 
siastic CLASS TEACHER who 
will be able to make a contribu- 
tion towards curriculum de- 
velopment, subject to his/her 
spealric strengths. Probation- 
ers welcome. 


School visits weloqma, 
ry i 

London Weighting. 


Main salary scale r £1,213 


Relocation expenses payable 
subject to conditions. 

Application farms avatlabla 
from the Head. Mr R.D- Wel- 
ler, to be returned by 6 Novem- 
ber 1887 . 

FER1VALB FIRST SCHOOL 
Sarefleld Road. Perlvale, 
Greenford UBfl 7AF 
Tell 997 8836 

Required for January. 
TEACHER for a recaption clans 
for this happy multi-ethnic 
school. Applicants should be 
commit tad to a Multicultural 
approach to the curriculum and 
welcoma parental Involvement 

Main Salary Scale -r £1 ,213 
London Weighting. 

Relocation Expenees pay- 
able subject to conditions. 

Application forms available 
from the Head to bo returned 
by 6 November. 

Ealing Council welcomes ap- 
plications from ell regardless 
or sex, race, ethnic origin, 
responsibility for dependants, 
from people with disabilities 
and from lesbians and gey men. 
(1B66S) 110040 


ENFIELD 

LONDON BOROUGH OF 
ENFIELD 

ST. MARY'S R. C. PRIMARY 
SCHOOL 

Durants Road, Enfield EN3 
7DE 

Roll 240 

Required January 198S, an 
enthusiastic teacher. Candi- 
dates should be prepared to 
taka any age In the primary 
school, Practising Catholic 
preferred. 

Applicants should state 
their particular strengths. 

Visits to the School are wel- 
coma (Tel: 01-804 2396), 
London Allowance. £793. 
Application forme (large 
8AE) obtainable from the 
Headteacher, to whom they 
should be returned by 6th 


November 1987. 

An equal opportunl 
ployer. (22989) 


ft 


6m- 

0040 


19B7. (19098) 


SUFFOLK 

COUNTY COUNCIL 

ST MATTHEWS C OF E 
-. AIDED PRIMARY 8CHOOL 
Portman Rogd ^Ipswich IP1 

3-11, roll 288 

Required January 1988, for 
two posts:— 

MSB: 

An enthusiastic dess teacher 
Ith an Interest In Mathemn- 


% 


!ce and Science. 


„ 2- TEACHER FOR UPPER 
, -JUNIORS, with Bn Interest In 
.Science, Sport and Music. 
.-Committee Christians pra- 
’ferred.; . .«■' • 



ilch post you are applying. 

,6 th 



HERTFORDSHIRE 
PaSMMfd* 1 DrOQkma - 

Tel: Potters Bar 52333 
Required for January, lnss _ 
permanent full-time Middli# 
Scale. InfH,,t Teacher. % 
Application forms svbUbki. 

ksv.s:.?,"- ■■ 

Fringe allowance of fxnq 
p.a. payable. UH 

Generous removal eimanm, 
including mortgage subsidy nl 
approved cases. ln 

( 16 7 4 1 ) 1 10Q 4Q 

HOUNSLOW 

SCHOOL AHY ” C INFAN TS 

Te 0 r: t g?.??S d 49 , Jl" t0n TW3 ° RL 

Ho|dtaacher: Mrs F.W. Stslny, 

ll^gtesw 

®ocher ,* ***1*1* ^V^lnterist 
- ? r ,SF. a OI tha curriculum 

?he d e a c««SS,“ 40 h P “ rt of 

be? I i9i^ NO DATE: 6 No « m - 
Application forms svallsble 
rrom the Headteacher to whom 
® h o.uld be returned, A 
visit ta the school can also fas 
arranged with the Head- 
teacher. 

, ..LONDON ALLOWANCE: 

£793 p.a. 

WE ARE AN EQUAL 
OPPORTUNITY EMPLOYER, 


119678) 


110040 


BUCKINGHAMSHIRE 

MILTON KEYNES AREA 

TWO MILE ABH COUNTY 

COMBINED SCHOOL 

High Street, Two Mile Ash, 

Milton Keynes 

(ActLng Headteacher: Mr D. 

West) 

Required for January J BBS 
for two terms only a teacher 
fur a class of 3 and 6 year 
old children. The successful 
applicant will also bs asked 
to play a role In the develop- 
ment of the Humanities In the. 
ourrleulum.. Main seels post. 
Further derails and ap- 


R llostlon rorm available from 
is. acting headteacher on re- 
ceipt of an AS stamped 
addressed envelops. Applica- 
tions must bs received by 
Monday ___l_6th November 


tub TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


110040 


HOUNSLOW 

RE- ADVERTISEMENT 
NORWOOD OREEN 1. AND 
NURSERY SCHOOL 
Thornollffe Road. Southall, 
Middlesex 
Tal: 01-374 1433 
Headteacher: Mrs J.B. Board 
NORWOOD GREEN JUNIOR 
8CHOOL 

Tharncllffe Road, Southall. 
Middlesex 
Tel: 01-574 1726 
Headteacher: MnR.M. Lamb 
COMMUNITY TEACHER AT 
NORWOOD OREEN INFANT 
AND JUNIOR SCHOOLS 
(Main Scale) 

A vacancy has arisen far ana 
Community Link Teacher to 
work In these two schools. The 
successful candidate will be 
expected to roster meaningful 
home-school links fa a com- 
munity which la predominantly 
Asian, 

Soma teaahlng Is expected ln 
both schools to enable con- 
tinued rull staff commitment to 
the successful Community 
Programme already In exUt- 

a>1 Ap plication forms are avail- 
able Trom the. Director of 
Education. Civic Centre, 
Limpton Road Houn, low 
TW3 4DN (Rer: PA/EBA), to 
whom they should bs returned 
within 10 days. 

All previous applicants will 
be re-conaldered unless they 

■ d a55.2R 'a#* C °ALL«fwANCE 
fl P 9^ T ° NJTV EMP S°& 


KENT 

COUNTY COUNCIL * „ 
EDUCATION DEPARTMENT 
NORTH WEST KENT AREA 
HfOHAM COUNTY 
PRIMARY SCHOOL 

School Lana. Hlgliam. 

Rochester, Kant ME3 7JL 
Teacher required for Second 
year Junior class, 

Apply to Headteacher « 
tha school. . ,. h 

Possibility of help with 
tompornry housing • > n 

approved cases. 

AYLEBFORD C.P. SCHOOL 
Teapot Lana, Ayleaford. Kent 
MG20 71) t .... 

January 198B. An anthiulM- 
tie teoclier for Inront clssj- 
Visits to the school ww- 
earned. . 

Further details and SB 

E llen tlon forme from Hsso 
iDohar. (SAE please). 

SOUTH KENT AREA 
AYLE8HAM COUNTY ■ 
PRIMARY SCHOOL 
Attlee Avenue, Ayleshsm, 
Canterbury, Kant CT3 _ 

Required January 
Junior Teacher respon*in« 
for Computers across tnn «u 
rlculum and a kesn Inter 

ln Boys Osmes. «. a d- 

Appllcatlons to the H« a “ 
teacher (SAB BlMJ*' Vl0040 
aa posslbla. (19396) ■ Jl°g2. u 

LONDON SW8 - • . 

COLBBROOKB SOCIAL 

CULTURAL * WBLFAR®. 
ASSOCIATION . 1Tln o K RY 
EXPERIENCED NURSBRV 
TEACHER I,,, aynftfl- 

Nursery Teacher wJM* 
ence of working under- 

Caribbean ehlloren tu"g° fo r 
rives) Is urgently requires j 

our bay Nuraery. SuM” ltia 
applicant wf 1 ) 

KSSS! 

li-KIr BS*.WT® : 551 

'BESFriB 

786 S329. (20894) 


pbimary education 

■^ niinuod 


TTTRKLE ES 

MBT c^°u P n°cVl TAN 

D k B o E u c c T ^T n i^e F 

SERVICES 

Hse^Heot^Bntluy 

Ref: 1112 

Required from January 
|SBB a tsadior for n ro- 
ciptlon class. 

Salary Will bn paid in 
accordance with the 

Teschar* Pay and Lonill- 
tloiu Act 1987 on the 
mdn sosla. 

PORLWELL I A N 

SCHOOL 

Purl wall Lana, Hatley 

WFI 7 7EP 

Ref: 1113 

Required from January 
1888 sn Assistant Special 
Measures Teacher Candi- 
date! are Invited to ron- 
tact the Headteacher. Mrs 
B. Bradshew for rurthar 
laformstlon. Tel: (OB24) 

478868. 

Salary Will be paid In 
accordance with the 
Teachers Pay and Condi- 
tions Act 1987 on the 
main scale. 

Application forms and 
further details (SAFE 
pletis) from the Director 
of Educations! Services 
(Ref: PT). Oldaate House. 

8 Oldaate, Huddersfield 
EDI 6QW to Whom com- 

K leted from* should be re- 
irnsd within 14 days or 
tble advertisement. 

_ Klrkleee operates an 
Equal Opportunities poll- 
ty, full details or which 
will be supplied to all ap- 
plicants. (16605) 110040 


. MERTON 

* LONDON BOROUQH OF 
MERTON 

EDUCATION COMMITTEE 
Merton ia an Equal 

K rtun It les Employer 
fllcatlone will be 

their merits 
“ARLAN D PRIMARY 
ICHOOL 


iHfJwghC'-asceni. London 
■81:01.846 3434 


• I 


LONDON WS 



P. Galley 
Mb Range: 3-8 yenrs 
No. on roll) 180 

f ? r J“ nu “ry, teacher 
Ufll^uu n ■ CU-OPtrallVS 
TiJ^lL ly ' Dr 2 u e o J? unit with 
J wninl! i*.®?* 1 '" 9 Yenrs. Tlile 
f am. 1 lo CavBr mutnrnliy 

■ date) 6th Nnvnmimr 

Slid furlh- 
2 oi l*«»t are 
S'" . from the lined 
fhiu “ J 10 »l»Ovo address. 

Nfraiis IKS? 0 *.* " stumped 

n°r*e*Bdenvolo|>a. 

I!” 13 * I 10040 

®RTON 

®® 10llOI,a,,0,/ 

SESg raftsagr- 1 - 

an 1 ?. .Jr" ,** , YUetl 
wiii « 

^SSa nsa'igM 1 -*^ 

/■BiiSn! 8 ri a - B PP«*fnted from 
fouihlfl. w,, soon aa 
WHmentlnn P JW ■ .•‘•k role In 
)he Local Au- 
equai . 1 Polletas relating to 
^IU-euitYp l 2? P iY ,,,t, “s and 
VPlIcstiM sdueatlon. 
w ■yon f o r m send furth. 

K M »tion ^ ro ™* ha Director of 

Clo 0 .'.' 8 * 3264. BCrMt,0n - 
dBt *: 0th November 

'? * n Equal Opportu- 
*lon, “JJP^yer All aoVlliS- 


LRTMENT 
iTlIDPUL 


W a ddVXt 

SJ W,IWB ' Dob- 

S&gjSUK: 


odd/ * •WeVfJ 1 .*. 1 ! ffwlsgep 


sis*"- 

the 


if 


For detail* of " n «p; 

ia epaolfic .dost Wjg* .I® 

S lcatlon form P low 
1) 853 1206. JJ0# 4# 

:2 2^SB) ’ 

^ 

■- - : LONDON SVJB , ; 

PUTNEY HIGH : 

Class teacher 


ddvertlsemeP* 


udH£ 




•' * 7.913. 

I jftPV.Id be ra- 




NEWHAM 
newham BOROUOHop 
A uUmr?ty 0,1POrtl,nl ty 

£L°I3?° n allowance 

° r I J eos. 3 78/383 

“VS. JESSi r,,l,o 7 10 |J= 


NEWHAM 

N°WMA^ nonouOHQF 

Au& l y° PPOrtUIllt? 

ELMHURST JUNIOR SCHOOL 

HS-n p °rk Road, Loudon E7 
Number on roll: 380 

!S!88,?rasH&°- r>r ‘"» 

Ruqiiired January 198B or ee 
in«S n " P° ss, bl®. A wall qusl- 
IUnd classroom teacher. An 
unthuelssm far music would be 
5 Ei Qtlvan tB un , He/slie must be 
communicate this an- 

Miko l ° “ l " rf “ nd ch,ldrB n 

London Allowance £1,219 
W.nr« Soc,al Priority Alio- 

Application forme (s.a.e, 
Please) available from The 

^m ae . l -*-S , r Edl,0at,0n *° Whom 
completed forms should be re- 
turnad by 3rd November 1 9B7 , 
hiSS"« ,Im Offices. 379/383 
High street, Stratford E15 
4RD. (19090) 11004Q 

HERTFORDSHIRE 

PURWELL JMI. SCHOOL 
SO40PU WBy- H,tchln - Herts. 
Tal: Hltohln (0462) 32830 
Head: Mr a. Johnson 
inrant Teacher required for 
J !2S Br Y * ?8B. This poet would 
particularly suit a young en- 
tliualaatfc teachar interested In 
taking a lead with the davelop- 
mont of Solanaa within the 
curriculum. 

Appllratlon forms end furth- 
or details available from the 
He a lit see her at the school. 
( I 6733) 110040 


NORTH YORKSHIRE 

AIBKEVV LEBMINO bar 
C.E. PRIMARY SCHOOL 
Nr. Nortliallerton 

An enthualaatlc taachsr 
for lower Juniors willing to 
contribute ta the Ufa end 
activities of the whole 
school, tntoraat In science/ 
boys games or drome an 
edvantaiie. Mnln Scale. 

Please send S.A.E. for 
application form In tha 
County Edm-ailmi Offluir, 
County Hall, Northallerton 
DL7 BAB. Closing data 
6. 11.87. (13367) 1 10040 


NOTTINGHAMSHIRE 

COUNTY COUNCIL 


Hf . CDMtIND'H C.P.. 
PRIMARY NClfOOL 
Church 11111 Avsniie, Mansfield 


Woudhuusn, Mnnefluld, Notts. 
NGIOOJU 
Roll: 250 


PRIMARY TEACHER - Mnln 

HCBlIt 

An expai'imiceil teacher Is rn> 
iliilrntf fur January to take 
mapniielblllty for Mathematics 
ami romnuter education. An 
intnrest In music would ho un 
ailvenlage. 

Application forms are avail- 
able (s.a.e.) from the Head 
Toucher al the School. 

An Equal Opportunity Em- 
ployer. (16736) 110040 


OLDHAM 

METROPOLITAN 

BOROUQH OP OLDHAM 

EDUCATION COMMITTEE 

HOLY FAMILY R.C. 

PRIMARY SCHOOL 
Lime Oreen Road. Oldham 
OLB3NO 

Required for January 
1988, an Infant Taachsr 
(Main Srale) Initially to 
take responsibility for Re- 
ception Class, but experi- 
ence across tha whole Infant 
range would ba an advan- 
tage. 

Practising Roman Catho- 
lic essential. 

This post Is temporary to 
3lst August 1988. 

Please apply by latter in- 
cluding full c.v. and names 
and addreasas of 2 referees 
to tha Chairman or Gov- 
ernors. Rev Pr. C. O'Do- 
noghue. Holy Faml1y_ Pre- 
sbytery. 407 Roman Rood, 
Limeslda. Oldham OL8 SPY 
no later than 30th October 
1987. 

An Equal Opportunity 
Employer. 


Assistance with local Au 
thorlty ” " ‘ 

(16342) 


LVUliS “im iw*-“> 

Housing Available. 


OSWESTRY 

PANT. BRYNE OFF A C.E. 
PRIMARY SCHOOL 
Rockwall Lana. Pent. 
Oswestry SY10 BQR 

Tal: Oawastry 830621 

Raquirad. from January 
or Eaatar , 1988, perma- 
nent. full-time teacher for 


OLDHAM 
__ metropolitan 
BOROUGH OF OLDHAM 

EDUCATION COMMITTEE 

nia COUNTY SCHOOL 
Dlggie, s atn n aBll Dluolo. 
Oldham OL2 ipu 


• middle junior class. Ap- 

S I {cants should bs able to 
ike responsibility for 
bays games and F.E-. 
should be. able ta lead In 
the development' p* more 
then ana curriculum srs» 
including computer work. 
Direct . experience 

approach (Main Seals). 
Previous applicants may 
ra-spply- 

Appilcatloa 
datsfJa from 


pof.isvi" d 

(MBhfsc.l'o*.'? ‘Ttornoon ■ , 

5®W‘ U, 1 csndldatn win be 

Via cl™Bsroom! m ° ,Pll0rB ,n 

Hedhej must ba confi- 
dant with a Thematic 

nrouo C teaehlng! nrntnD " nd 

S n ihV P H\ P *lR.»n? Interests 
RriteBchar Indud- 
-hwI- 1 c-v - B,,d names and 
°f. a rafereas as 
soon as posslbla. 

Employe?. 11 "* °PP° rt “"Hy 
Assistance with Local 
Bb'le.'ci 


SHROPSHIRE 
ALEXANDER FLEMING 

. “ U SSW 

Art 4nQ 

Tel: Telford 586332 

- n ?£9Ulrad for January 
I® a ?"_®*paris n °ed teacher 

Strong commlVmint t“'&a 

2r r n t .r , SK rl A n %,W.^ ch 

p 1 1 o s 1 1 on forma and 
datalla from the Head 
(a.a.e.) (20B36) 110040 

SHROPSHIRE 

JOHN FLETCHER JUNIOR 
SCHOOL 

Upper Road. Madelay, 
Telford , Shropshire TF7 
SDL 

Tel: Telford 589708 

i o5S q n ,rad for January 
1988. Permanent Full-time 
pin» hB v. BnMa) for 

Instanra. Applications we I- 
camoa from axperlenced or 
newly qualified t sect [ere,, 

r\J&P.? l,CB J ,on Forms and 
Details From tha Head 
(S.A.E.) Closing date 16th 


Novembor, 198 
(B04S4) 


110040 


SHROPSHIRE 

JOHN RANDALL COUNTY 
„ PRIMARY SCHOOL 
Quaena Street, Madeley, 
Telford. Shropshire TF7 

Tel: Telford BB6864 

.«5S nu,rod r ° r . January 
1988, an onorootlo and en- 
thusiastic teacher for Top 
Juniors (Main Scale). 
Temporary for one Term 
In the firat instance. Crea- 
tive strengths nud/or an 
Interest In aportlno activi- 
ties and outdoor pursuits 
an advantage but not 
assented. Applications 
woU’oniod from newly qual- 
ified teachers. 

Latter of application 
statins c.v. to tha Head by 
tge 1.3th November, 1987; 


10433) 


l • IOBI ■ 

110040 


SHROPSHIRE 

DONNINOTON COUNTY 
INFANTS SCHOOL 

Baldwin Wabb Avanua. 

Dannington, Telford 

Required far January ar 
Easter 1 988, an experi- 
enced early years tsaeher 
(Main Seals), who will en- 
thusiastically lead an arsa 
of the curriculum. Plaaae 
state strengths and In- 
ter eats, direct experience 
approach an advantage. 

Application forms and 
details rrom the Heed 
(SAB). Closing Data: lfith 
November. (22405) 110040 


SHROPSHIRE 

MALIN8LEE COUNTY 
PRIMARY SCHOOL 
Mnllnelee, Telford, 
Shropshire TF4 SJP 

Tel: Telford 306806 

Required for January 
1988 Permanent Full-time 
Teacher (Main Scale) to Join 
the Early Years team, older 
Infanta in the first Instance. 
Applicants must be commit- 
ted to a Child centred, 
direct experience approach 
and have a strong interest In 
parental Involvement, please 
state etronghta and in- 
terests. . 


Application forme trom 
the Bead (s.a.e.) ee soon as 
posslbla. (28402) 110040. 


forms and 
thq flea*. 


SURREY 

SSS^SSS^e 

Grot?o > RoBd. Way bridge, 

Surrey KT1 3 8PL 

&*ll?£ A for Jenuery lBBB. a 

pfen middle school for pupils 

SUffaBH! Jtsstft- 


SURREY 

8CH™ LL COUNTY FI RST 
OUY° y Lan# ' WoH * Ewell KTI 9 
TEMPORARY PART TIME 
fiw r J r oa , chor . for January 
}52® h . f .terms on 63/ 
n ,8 “ ch rising rivoe In 

Sn r ri c srBTc a ^ B8 ’' workinn "* 
A ref Pl Ed ucSIt |on° P Of f lcs* ,n ! ? 

ridge 852811. (304 43 > 110 040 
SURREY 

fB^CATION COMMITTEE 
CENTR°E REnEMEDIAL 
Pendleton Road. RedhlllRHI 

Tel: Relgate 248130 
A suitably qualified and ex- 
Sca,B Teacher 
If, p ?2U ,pcd from January 198S 
E“ i?' 1 ' ■" eslatlng team of 
with uiM h i° supoort children 
K^L d .- Lo J rn J n0 mnicui- 
£“*h at the Centre end In 
^- nd fiddle School a. 
■ n J *“ work with the teachers 
AnnfJS!!li on “J Feychaloglets" 

■/rtHiff.* 1 ? 0 form and furth- 
ffaaaK 11 " rro,n th “ Centre. 
(16986) 110040 


SURREY 

SPH9M ,on .£ omm, ttee 
|T. MARY'S C.E. MIDDLE 
SCHOOL 

Sugden Road, Lang DItton. 
Surrey KT7 0UX 
(SCALE 


M»V 


icl*o1?L 

Shoreham- by-Sen 
Salary; Main Scale 

Tor January 1988. ... 

fSSSil on < F . ,rat y ® Br ln - 

rante S/6 year aids. 

Ability ta teach Music an 
2£if“ nta ® 0 ' Willingness to 
Share responsibility fn curricu- 
lum development desirable. 
Practising Catholic preferred. 
„APR!.* 1 «S ,, *lon , r .°Cn» end furth- 
SL nvnilable rrom the 

Headteacher, St. Peter's Prim- 
er.?. s £ hoo L- Sullfnpton Way. 
Shorehem-by-Sen. Sueaex BN4 
*PJ fs.B.e. please). 

(22997) 110040 


HARROW 

EDUCATION COMMITTEE 

GLEIIE FIRST AND 
MIDDLE SCHOOL 

perdons, Kenton, 
'•arrow. Middx. 

6064 


LANG 




Required ee 
POffialblg, a teacher for A* 
Language U nl’t', 

this mul Mb 
F ffef and Middle 

available' W* '*1 
CB U |?d , |d«a. and •*»*FlBBC«i 


WILTSHIRE 


Please see dlnplay adver- 
llsument an Page 5a 
(3348 7) 110040 


Peripatetic Posts 


For January 1988, a good clans 
teacher required Initially Tor 
two terms with the pasalblllty 


of a permanent poet an or 
September 1988. 

An interest in boy'n gemae 
would be an advantage. 

Application Forme available 
from:- Area Education Office, 
7 Monument Hill, Weybrldge. 
Surrey KT13 8RZ. Tel: Wnyb- 
Ndge8S2811. (20444) 110040 


SURREY 

EDUCATION COMMITTEE 
BIBHOPSMBAD C. OF E. 
MIDDLE 8CHOOL 
B of ton Road, Long mead 

EiTVnT&'lT 

Required for January 1988, a 
good class teacher for middle 
school children, with particu- 
lar preference for the fourth 
year. 

_ Application Forma Available 
From:- Area Education Orfloo, 
7 Monument Hill. Waybldae, 
Surrey KT13 8RZ. Tel: Weyb- 
ridge 892811. (16589) 110040 


WAKEFIELD 
CITY OF WAKEFIELD 

councFl LITAN DI8TRICT 

!^i C oVI C JKf D a E ^s RTMBNT 

acHOOL RACTC,E ' J. *1 
N.O.R. 130 

MAIN GRADE TEACHER 
£7.329 -£13.299 (Oct. '87 
rates I 

Raquirad ror January, 1988, 
enthualaatlc teaoher to teach 


OLDHAM 

METROPOLITAN 

BOROUGH OF OLDHAM 

EDUCATION COMMITTEE 

SP E SlftJs.EUUCATIO N A L 
NEEDS SUPPORT 
SERVICE 

TEACHER (Main Scale) 
to support children with 
special educational needs in 
mainstream primary 

schools. 

FI ease, apply by latter ln- 
S' udln fiJ u >' ClV * and namea 
and addreaeea of two re- 
J; r ***i to Hoad of aarvlce. 
Mrs P. Paoker, Radollffe 
Street Centre. Radcllfre 
Street, Royton. Oldham, aa 
■eon ae possible. 

An Equal Opportunity 
Employer. 

Assistance with Local 
Authority Housing avail- 
able. (16346) 110048 


.The Unit caters for up to 
®J0|J* First School pupfle 
with epBDoh and “om- 
n-R'E* 110 ". disorders, Tho 

A«l.uSt“ r “ H t,me W ° ,rare 

exist with 
msinatream classes and it Is 
hoped that the person 

tfi7a° tntad wou,d d »volop 

Please apply stating ex- 
perience anu Interests. 

Fayibfe London Allowance 

Norths from 
end to bo returned to The 
Handteacher A.8.A.P. 

Please enclose stamped 
addroflflad envolope, 

.HARROW IS AN EQUAL 
OPPORTUNITY EM- 

PLOYER. (I 6393) 1 11040 


Remedial and Special 
Needs Teaching Posts 


Middle School 
Education 


Main Scale 


Deputy Headships (Inc. 
Second Masters/ 
Mistresses) 


through 3-7 age range. Initial 
responsibility will be ror Pra- 
5/Reaaptlon Clesa. 

A commitment ta work 
ough first hand axperlsnae, 
a willingness to play a rull 
t in the development of the 


„ A commitment to work 

through — • 

and ( 

part ... ...v u.niuiimwii oi tne 
school are important. Prob- 
atlonara may apply. 

Completed application 

forme to be returned to the 
Clerk to the Governors, c/o 
Pontefract C.E. (A) J. A I. 
School, Beak Narthgate, Pon- 
tefract WF8 1HF. 

Application forms available 
(on receipt of en a.a.e.) from 
The Chief Education Off leer, 9 
Bond Street, Wakefield WFI 
2QL, to be returned by 30 
October. 1997. 

(16834) 110040 


NEWHAM 

fc!ft^i nOROUOH OF 

An Equal Opportunity 
Authority 

ELMHURST JUNIOR 
SCHOOL 

Upton Park Road, London B7 

Number on roll: 580 
Hoad Teacher: Mr. O. Dring 
TEACHER OF SPECIAL 
NEEDS 

Required: JANUARY IB8B 

OR AS SOON AS POSSIBLE. 

A teacher with Special 
Needs training (or a willing- 
ness to train In the the Spe- 
cial Needs area). The auecaae- 
fut applicant must be an 
effective classroom teacher 
and be able to work as part 
of a team. 

London Allowance £1,219 
plus Social Priority Alla- 
wanea. 

Application forme/further 
particulars (s.a.e. please) 
available from tha Director 
af Education to whom com- 
pleted forma should be ra- 
I9B7° d b * * rd November 
Education Offices, 37 B 
Hlflh sir eat, Stratford BIB 
4RD. (19089) 111040 


DORSET 

& A h R o E (?l AM MIDD1 - E 
BH°^ r rp5 oBd> warBhQm 
SroYiVb head teacher * 

Raquirad from April 1988. 

.Further details and ap- 
plication forme (s.a.e. 
plaaae) from tho Head- 
teacher, to whom they should 
November 

1987. (20949) 120012 

DORSET 

COUNTY COUNCIL 

.Htt58E D HEATH MIDDI * E 

Learoyd Road, Can ford 
Heath, Poole BH17 7PJ 

Remilre^^Baa ter r0l, » 

- og£^ V 8 MEAD TEACHEl1 

Application forme and 
further data lla from the Staf- 
flns Offlcar, Eastern Area 
Education Office, Portman 
House. Rlahmontl Hill, Bour- 
nemouth BH9 6ER. (Closing 
jtj'* *th November, 1987); 
(80978) 12Q01B 


9/a si - rtetBjJa f/om the 

38 : 



BRENT EDUCATION 


MATHEMATICS CO-ORDINATOR 
Main Grade 

OLIVER GOLDSMITH JUNIOR SCHOOL Connlston Gardens, 
Kingsbury NW9. Teh 01-205 6038. (Roll 217) 

Required as soon as possible - 

TEACHER (Main Grade) with responsibility far co-ordinating Mathematics 
throughout the school who would like tojoln an experienced and enthusiastic staff 
as MATHEMATICS CO-ORDINATOR, fhe school has recently Invested a large 
proportion of Its capitation In Mathematics resources. Including the adoption of 
Nuffield Mathematics and Is committed to farther school based In-service In this 
area as part of Its Institutional development plan. Candidates must be fully commit- 
ted to equal opportunities In education and to raising standards of attainment for 
all children. This vacancy has arisen from retirement. Please write to the school for 
an application form and further information. Visits welcome. 


UNLESS OTHERWISE STATED APPUCA- 
TION FORMS (SAEJ ARE OBTAINABLE BY 
CONTACTING THE HEAD TEACHER, 
RETURNABLE BY 6th NOVEMBER 1 987. . 

Brent Is fundamentally committed to multi- 
cultural education. 

Brent Is an equal opportunity employer. 
Applications are welcome from candidates 
Irrespective of race, nationality, ethnic or ' 
national origins, age, marital status, gen- 
der, lesbians and gay men and from dis- 
abled persons. 

London Weighting of E l? 1 5 per annum Is • 
made. ... 

BRENT IS AN EQUAL OPPORTUNITY 

' - .4?3 hr RWPLOY gR'Ti' r- x . ^^l * .V 


r , “--- -h 


I Td:7heSchool/Offlce 
I Address 

I 
I 
I 
I 
I 


res 


1 am interested in the post of 

Please send me further Information 

Name:. . • .. . 

Address; 


■-« *•' ■ •:■•••• ■ •; vU.. . '■ 






i'ii , 

iKji ' 

i 1 .1 


Kt ■ . F 

i 


i. 

1. i* 


ft?!. 

I 

l #-i‘ 


* E a°pTc^K» DlAL 


ronilnum 


Hounslow , , JaAS?#' 

$ 88821 ™ ^tsSiitBSr 

Frtnca R 

L 1 n X\°.lSfd mSSMX&F™* rrlaan 
« i n° n & |MWffHr ira oo M 
' Joiiuaary I9BH 

' Mw? 0011 os pusalbln ihora- 
'dBftWr & teacher at Main Scale 
lo art as second fii the School 
Special Unit. The Unit with 
(la turf of two la baaed In a 
vary well equipped anil poel- 
tinned room close la the cen- 
tre or ihr run In school build- 
ing- Admission to The Special 
Unit la 1 1 ml tod to children In 
mainstream education with 
speclflr Inernlnu dlf ricultles, 
ntrotanles of withdrawal ara 


Main Scab 


now belno strongly underpin- 
ned by our developing policy 
of co-operative leaching and 


W6 seek u teacher who wilt 
be Interested to develop 
these Btatnglee further with 
the Head of the Untt. IVe arn 
a multi-cultural co- 
educational urban compre- 
hensive school with n strono 
commitment to pastoral cars 
and aur autlraclst pastoral 
policy. All alofr at thla acliool 
participate In tha pnaiorol 
aysiem. 

Please appply by lettnr mo 
formal to the Headteacher at 
the addreae nbove. all appll- 
capta ore warmly Invited to 
telephone ua to arrange a 
visit to tha school prior ta 
Interview. The closing date 
for this poet will be Monday 
2nd November 1087. 

London Allowance £785 
per annum. 

Wo are an Equal Opportun- 
ity Employer. (20886) 131040 


HUMBERSIDE 

SPECIAL NEEDS TEACHER 
Mein Baalo 

Required for January 1BB8 at 
South Holderneae School. 
Preston. Hull HU12 BUZ. 

A suitably qualified enthu- 
siast to teach both Language 
and Mathematics across tne 
11-16 age range and be cap- 
able or providing relevant 
support Tor both pupils and 
staff In sll curriculum areas 
si part or the school's de- 
veloping 'whale school 1 re- 

» ianse to Spsclal Educational 
eada. 

Application form and 
further details fro mi The 
Headteacher (SAE please). 
Closing Date: 3.11.87. 

Hunioaraide County Coun- 
cil - working towards Equal 
Opportunities. 

122887) 131040 


BROMLEY 

GLEDE SCHOOL 
Hawes Lane. Weal Wlckliam. 
Kent 1IR 4 9AE 
Tel: 01-777 4340 
For January IB8B. at this 
Secondary School for children 
with special needs, a well qual- 
ified and enthusiastic teacher 
who lias the ability to co- 
ordinate ilia work of a smnll 
team of teachers based on the 
areas or Art T Design. Dis- 
play, C.D.T. and Home Eionn- 
mlcH. Main professional grade 
T incentive allowance. Experi- 
ence In special education Is nm 
essential, end visits to the 
School would bo warmly wel- 
comed. 

Detalls/uppllcation forms 
from end returnable to the 
Head Teacher i a.a.e. ploasa) by 
30th October I 987. 

(165881 151240 


HOUNSLOW 
FELTHAM COMMUNITV 
SCHOOL 

Browell’n Lane. Foil haul. 
Middx. TW13 7EF 
Tel: 01-890 0161 
llaadtaacher: Paul M. Grant. 
B.Bc, , Dip. Bd. 

Roll: 1325 Sixth Form 125 
Required Immediately, a part- 
time (0.5/0,61 teacher or Art, 
insln professional grade. This 
IB a temporary appointment far 
the remainder of the academic 
veer which might become 
permanent or rull-tlmo. The 
Art Department consists of 
five staff, some of whom ara 
Community Tutora. The facili- 
ties, completed In 1883, com- 
prise six specialist rooms, derk 
room and resource area. Tha 
person appointed will be ex- 
pected to teach acroea the full 
age range and will need to offer 
a variety of skills and show a 
willingness to partlolpate In 
community education teaching. 

Letters of application (no 
forme) ko tha Head within 
seven days giving details of 

S ielirioatloni, experience and 
e names and addressee of two 
referees. 

LONDON ALLOWANCE 

£795 per annum, 

WB ARE AN EQUAL 
OPPORTUNITY EMPLOYER. 
(19677) 131240 


HEAD OF COMPUTER 8TUDIES - B Allowance 
HEAD OF CDT DEPT. - B Allowance . 


SOUTH KILBURN COMMUNITY SCHOOL 

Stafford flood, London NW6 6RS. Tel: 01-828 3471 

Required In Januaiy 18B8 or 88 soon as possible - 

HEAD OF DEPARTMENT: CRAFT, DESIGN AND TECHNOLOGY - 
Scale B Allowance 

A well quaBlled and experienced teacher of Cratt, Design and Technology Is 
required to lead the department which provides courses throughout (he school 
and tor our adult students. A candidate la Bought who could ; niBke a 
contribution to the expansion of our Access Courses. 


Required in January 1888 or aa. aoan es possible - 

HEAD OF COMPUTER STUDIES - Scale B Allowance " 

A wotl qualified end enthusiastic teacher of Computer Studies to tend the 
department which plays a ma|or rote in the develop mart o( course* (or the 
school and (or tha community IndludTngour Access courses, A third computer 
room Is being established to support these developments! 1 
The successful candidates lor both the above posts win bo committed to tha 
continuing development of antl-rtclst and anS-ssxiat strategies In education. 
Application forma and Further particulars can be obtained Irgm the 
Headteacher at the school and should be returned within. 10 days gf ihtg 
advertisement- 


QUALIFIED TEACHERS ARE INVITED 70 APPBffOfl THESE POSTS. 

8r>ntli fundamentally committed to mulcf-culiural education. 

. arent lx an aqu#l opportunity employer. Applications are welcome from 
candidate! IrrMpectm of race, natronall ty ethnic or national origins, age, 
, marital xtatui, gander, lesbians and gay men and from disabled parsons. 

London Weighting of E 12 IS per annum is made. 

‘ I ~ BRENTB AH EQUAL OPPORTUNITY EMPtOVBR ‘ . . , ■ 

%SJsIiSqh2* ^ ^ 

I ^ 

■ Address 


|. I am Inlereoted in tbe post o^ . 

| Please send me further Information 
_ Mnwti . . I ; 


IIILLINfiDON 
ldnijiin jidiun'r.ii or 
Hillingdon 

MKI.I.OW I .ANT. HCIIOOI. 

Itmiil. FluvevEnil, 
Mlil'llniin 

Numbcruii roll: 1030 120 

tluniliuai-hnr : it.C. 

Stafford, D.Sc. 

Required fur January 
1 98R on anihualostic 
teacher of Art apeclsllalnn 
In three-dlmnnalunal work 
and Ceramics. Arr is pari of 
ih* core curriculum for all 
children in lha first three 
years and attracts large 
ciumbern uf G.C.5.E. work. 
SUth (urm courses ai 1 A ' 
|ii«el and O.C.S.E. (Ma- 
ture I are atronoly catab- 
llahod and the Department 
Is also involved in prr- 
vocatlonnl work Icadlna to 
both Foundation and 
C.P.V.E. certification. 

Tho Department Is lively, 
friendly and Innovative ana 
Is actively developing links 
with other curriculum 
areas. There ara three 
well-equipped teach Inn 

areas and excellent techni- 
cian miipport. Thla appoint- 
ment is on the Main Profes- 
sional Grade and will In- 
volve taking responsibility 
for three-dimensional 

work. Mellow Lane Is a 
popular school enjoying 
easy access from both Cen- 
tral London and neighbour- 
ing counties. 

Apply by letter to the 
Head at the school ts.a.e.) 
giving the names and 
addresses or two referees. 
Interested teachers are wel- 
come to telephone the 
school to obtain further de- 
tails. Closing date: 6th 
November 1881. 

Outor London Allowance 
payable. (16793) 131240 


KENT 

COUNTY COUNCIL 
EDUCATION DEPARTMENT 
EAST KENT AREA 
SVVANLEY SCHOOL 
St Marya Road . Swanley BR8 
7TE 

Tel: Swanley (0322) 6523 1 
Headmaater: D. Maclldowla. 
B.A. 

A Co-aducatlonal 
Comprdhenatva School with a 
full range Intake 1 1-1B. 
London Fringe Allowance 
Required in January 1986 a 
Teochor with Ceramic Skills 
and broad 3D Interests to Join 
tha Art Department. 

Application Is by letter or 
telephone to the Headmaster 
giving CV and naming raferaaa, 
( 19699) 131240 


NORTH YORKSHIRE 

ZUPON CITY SCHOOL 
Clotlterholme Road. Rlppn, 
North Yorkshire HC34 2DP 
11-16 School 5 85 on roll 
Required for January 1988 a 
tsachsr of ART A DBBXON With 
a specialist Interest In Cera- 
mics. main scale. 

The Department 1s part or a 
Creative Arts Faculty which In 
addition, Includes Mudtc and 
Drums. 

The school has three modern 
and well equipped Art areae 
one or which Isa purpose' built 

’•sssrr.s.^a,, 

culum far all pupils In years 
1-3 end la one element of the 
extended Social Education 
Caurae for year* 4 and 5, Thera 
are well eatabllehed examina- 
tion aourees in tha 4th and Bth 
year. 

Tbit Is k permanent full-time 
poet but applications for a 
lamp ore ry position for the 
Spring and Summer term* will 


Classics 
Main Scale 


Commercial Subjects 
Main Scale 


BARNET 

LONDON BOKOUGH 

EDO WARE COMPREHENSIVE 

SCHOOL 

Orson Lano. Edgware. Middx. 

IIA8 BUT 

Tp 1 . 0 1 -938 5310 

Mixed. 1 1-18. Roll 791 Sixth 

Rea'ulreU 1 Btli January 1988, 
to rover a maternity absonce. e 
BUSINESS team loacher to Join 
on enthusiastic and successful 
department. A variety of 
O.C.S.E. Examinations ara 
ofrerad lO.T.C.. O.9.I.P.. 
Understanding Industrial Soci- 
ety) as well as 'A level Busi- 
ness Studies and a range of 
R.S.A. and Hitmans Courses. 
The school la a T.V.E.I. In- 
stitution and applicants should 
have an lntaroat In tha develop- 
ment of I.T. Tho Department is 
well equipped in a suite of 
three adjoining rooms. 

Apply in writing to Head 
Teacher with full c.v. and 
names of two referees. S.A.E. 

Director of Educational Ser- 
vices. (19693) 131840 


Computer Studies 
Main Scale Incentive D 


HOUNSLOW 

THE GREEN SCHOOL 
Buach Corner, leloworth TW7 
5BD 

Toll 01-5683137 
Haadtedcheri Mri J.A. 

Bartlett. B.Bc. 

(Voluntary Aided Church of 
England) _ — . __ . 

Required from February 22nd 
onwards a temporary Head of 
Computer Studies (Allowance 
D £3000) to cover maternity 
leave, computer studies Is 
taught to O.C.B.B. level In the 
fourth and fifth year ae a 
support to e one year Sixth 
Form Business Studies course. 
Years 1-3 ell participate In an 
I.T. course. The person 
appointed will be expected to 
teach at all levels In tnls 1 1 *18 
girls comprehensive. 

Letters of application, giv- 
ing full curriculum vitae and 
names and addresses of two 
reriireea. to the Haedtoacher at 
the school. Please enclose 
■ tamped addressed foolscap 

'"loWoN ALLOWANCE 
£795 per annum. 

WE ARE AN EQUAL 
OPPORTUNITY EMPLOYER. 
(19676) 132032 


Main Scale Incentive B 

KENT • 


be considered. 

Apply Immediately In writ- 
ing to the Haidmlstrsaa by 
' latter enclosing a full aurrlcu- 


lum 'vitae and the nemos and 
addresses of two referees. 
Closing date 6 November 1987. 
(16728) 131240 


SHROPSHIRE 

MEOLE BRACE SCHOOL 
London Road, Shrewsbury 
6Y3 9DW 

Tell Shrewsbury 236961 

Required . for January , 
1988, Teacher of Art/ 
Textiles (Main Scale) at 
Meole Brace School. Ta be 
part of tho Ark Department 
with special responsibility 
for organising and teaching 
textiles up to Q.C.S.E. 
Level. Temporary for one 
year. 

doing data: 4th Novem- 
ber, 1 887. (22404) 131240 


Main Scale 


. For further details app- 
ly to the Headteacher. 
Closing date I 6 th Novem- 
ber 1 BB7. 1 

Job Stjarer* welcome. 

■ .'The City Countatl wol- . 
op me* application* Tram 
all sections of the com- 
munity Irrespective of 
reae, ' colour: gender, sex- , 
uallty or disability. 
(20431) 132040. 

LONDON El 

8T. ANGEL A'S URSULINE 
CONVENT ... ■" . . 

Forest Gate H? 

London Borough 'or Newham 
Required January? Teacher of; 
Computer Education. . * Main', 


LONDON 6TW6 . . 

THE LONDON ORATORY . , 

SCHOOL . 1 

8 sag rave Rohd, London SW6 
1RX 

Tell 01-385 0102 
Theaahoal Is a voluntary-aided 
school In the trusteeship of the 
Fathers of the London 
Oratory, Thera ere 1100 boys 
and 80 girls In the school, ' 
Including over280 puplla In the ■ 
sixth form. Girls are only, 
admitted to the sixth form 
. The Governors Invite , a ppllae- 
tlpns for January or April 1988 
■ for- the poet or 
,:.T*echor of Latin end Classic-' 

' el Studies for.aCSE.snd A level 

'-obtained .from, the HaEdma*- 
i .tef'BLi SB oratory, i Applicants 
ould submit a fu' 1 - — — 


Tl l ETiMlvS EDUCATIONAL SUPPLEMENT 23.10,87 
NEWHAM 

LON DON BOROUOH OP 
lelfill fi. NEWHAM 

I8IDII 0t An Equal Opportunity 

Authority 

gy |gffg| T L aATECOMM “'«Tv 

— A?fjYj hVSV.VSs;?"^" 1 ” 1 

lie Incenilve D 

DESIGN AND TECHNOLOGY 

Required a* soon as possible 

LLI NGDON T 'e c h'no'l op y ^ , o*" B te*a "a l 9 e var y 

once and Art. Candida*-. 

YN9 SCHOOL wishing to Job »h.r. .1. ! 

Btrea Avenue, Vited to apply. " 

y. West Drayton London Allowance £1 213 

UB7 8DA plus Social Priority ai In. 

wnnee. 

BBdier: K.E.R. Application rorma/lurther 

yant. B.Sc. particulars (a.a.o. plaaie) 

available from the 

od for January Teacher to whom complet” 

AD OF CDT (D forma should be returned by 

»J. 3rd November 1987. * 

Technology room Dlroctor of Edugatlcn 

been Installed Education Offices, 379/3ai 

lo-dsta equipment High Btreet. Stratford E1H 

rt the Technology 4RD. ( 19079) 132140 


Craft, Design & 
Technology 

Main Scale Incentive D 

HILLINGDON 

LONDON BOROUGH OF 
HILLINGDON 

EVELYNS SCHOOL 
Appletroe Avenue, 
Ylewsley. West Drayton 
UB7 8 DA 

Headteacher: K.E.R. 
Bryant. B.Sc. 

Required for January 
1988 HEAD OF CDT (D 
allowance) . 

A new Technology room 
has juat been Installed 
with up-to-date equipment 
to support the Technology 
courses being developed. 
The post requires an 
energetic, enthusiastic 

teacher able to continue 
tha programme of develop- 
ing Technology throughout 
the school. Other facilities 
Include a Drawing Office. 
Woodwork and Matalwork 
rooms. 

Please apply In first In- 
stance by latter to tho 
Head of School stating the 
names and addresses of 
two refereee. Closing 
date: 6th November 1987. 

Outer London Allo- 
wance Payable. «_««__ 
(16796) 132132 


Main Scale 


BERKSHIRE 

ROYAL COUNTY OF 

BERKSHIRE 

THE WINDSOR BOY’S 

SCHOOL 

l Maidenhead Road, Windsor 
NOR 830 . _ „ 

Required for January, 1 988, 
TEACHER OF CRAFT DB- 
8ION TECHNOLOGY (main 
scale) ror this 13-18 Boys’ 
Comprehensive School. There 
le a new Craft Block consist- 
ing of 5 rooms where Design 
Technlogy, Technical Drawing 
and Motor Vehlcla Mainte- 
nance ere taught. 

Applications by latter to 
tha Headmaster with full av 
and names and addresses of 
two referees (SAB). 

No o)aalng data. 

Berkshire haa e scheme of 
ralmbursemant of, lodging end 


VINTER8 SCHOOL FOR 

Union Street, Maidstone ME1 4 

COMPUTER CONSULTANT 
for January 1988 or ae soon ae 
possible. MAIN SCALE IN- 
CENTIVE B. To teach, train 
and advlae aoroaa an Increasing 
range of curricular and admi- 
nistrative activities. 

Further Information and ap- 
plication form from Head- 
teacher. (Tel: (0622) 52384). 


BEXLEY 

LONDON BOROUOH 
BEXLEYHEATH SCHOOL 
Ot-ahamRoad, Doxloyhaath 
DA6 7DA 
Tel: 01-303 6696 
Required for January 1988, a 
teach or or Computer Studies, 
Main Scale. 

Contact tha echool for an 
appllcqtlon form and further 
detail*. (16516) 132040 


BIRMINGHAM . 

CITY COUNCIL 

EDUCATION 

DEPARTMENT 

SECONDARY 
Main Saale 

COihputer Studies/ 

’ Information Technology 
with some Maths. Oppor- 
tunity to teach to A level 
for suitable applicant. 

Plantabrook echool. Up- 

E ar Holland Road, Sutton 
Oldfield B72 1RB. Tel: 
021-335 5626. 


WE8T SUSSEX 

TANBRIDGB HOUSE SCHOOL 
CRAFT DESIGN AND 
TECHNOLOGY TEACHER 
Salary: Main Scale 
Required from January 1981 
(or as soon as possible thereaf- 
ter) In this co-educstlonai 11- 
16 TVEI school to join a lively 
and well equipped deportment. 
The poet Involves teaching De- 
sign based courses throughout 
the age range, Particular 
strength In daalng/technology 
or dealgn/communlcatlon 

could be an advantage. 

Relocation expenses may ba 
payable In approved cases. 

For further detail* Tel: 
63628 or apply by letter with 
CV to the Headmaster. Tan- 
bridge House Bchool, Worth- 
ing Road, Horsham. West Sus- 
sex RH12 18R. (23000) 132140 


refereA*. 7 The . , London 

p-APi.te, 3 " 


An Equa^^ppo’rt unity ^Em- 
ployer. (16718) 132140 


ENFIELD 

LONDON BOROUOH OP 

sou’thoate school 
S uasox Way, Cockfoetere, 
Herts, EN4 0BL 
Roll 1200 

Required January, or ae Boon 
ea possible , teacher of 
CRAFT DESIGN and TECH- 
NOLOGY to. Join large, 
nourishing department in 
T.V.B.I. school. The success- 
ful candidate will be able to 
orfer a wide variety of skills, 
and will ba initially mainly 
Involved tn tho Lower School 
Foundation Courea followed 
by ail puplla. 8he/ha should 
also be able to aa-oparete 
with other departments (e.g. 
Art) In the development or 
new courses. 

London Allowance, £795. 
Consideration given to assist- 
ance with removal, relocation 
aaete, temporary housing and 
two homes allowanoee. 

Application forme (large 
SAE) obtainable from tha 
Headmaster, to whom they 
should be returned within 14 
days of thla advertisement. 

An equal opportunity em- 
ployer. (16550) 132140 


KENT 

COUNTY COUNCIL 

EDUCATION DEPARTMENT 
BAST KENT AREA 
GEOFFREY CHAUCER 
SCHOOL 

?Iu n8 ^* na ' canl ® rbur * CT1 

Bi-lateral. Co-ed., group 12 
Required January 198B a 
teacher of Craft, Design and 
Technology on the Main Pro- 
fesalonal Grade. 

Temporary appointment on 
MPQ would be considered. 
Detailed letter or applica- 
tion with full CV to Mrs Mun- 
son, Acting Head Teacher at 
the School. Further details 
sent on receipt of SAB. 
(19984) 132140 


. SOMERSET 

COUNTY COUNCIL 

THB WEST SOMERSET 
SCHOOL 
Mlneheed 

(13-18 mixed upper 
comprehensive, nor 1020) 

CRAFT, DESION AND 

TECHNOLOGY (MAIN 
SCALE) 

Thai school 'soatotiment area 
tnoludei Exmoor, tha 
_ Brandon and Ouaatock . 
hills, as wall ae the coaatai 
. erase 

For January 1988 ta 
l <«Jl ecros* the age end 
ability range or thla . rural 
school . The ODT Depart- 
ment haa excellent facilities 
and much examlhation Wof k 
(including a level ) uqdar- 

Apply by letter to- the 
. Haad.at the school with full 
end the ipame* end 
addressee of two referee*. 

qlUal-.qppqrtu- 

EMPLOYER. 
.,1391.40 


Economics & Business 
Studies 

Main Scale Incentive B 

BUCKINGHAMSHIRE 

COUNTY COUNCIL 
THE LADY VBRNB1 HIGH 
SCHOOL (OIRLS) 

Beniamin Road. Hlflh 
Wycombe HP13 6SR 
Number on roll: 533 
Head! Mri. V. Benjamin 
Required Tor J a nu “ fy l 98* or 
ea soon as possible thereafter, 
a suitably qualified and axparj- 
anaed teacher to be reappiul- 
bla for the teaching Of Buelntl* 
Studies end Economics In IBe 
school to O.C.S.E. and A 
level. Ability to ofrer O.C.B.B, 
Sociology would be an advan- 
tage. 

Application farms and furth- 
er details available from tha 
Haadmlatraaa at the School. 

1 1 1 lh No x$s$si 


Main Scale 


DONCASTER 
MEXDOROUOH SCHOOL 
Maple Rond, Ma/borouoU. 
Doncaster 8b4 98D 

Tell Max 583858 

Required for JA 0 BKI 
1988 temporary 
or full-tlma Teacher »» 
Accounts (Main Beall) 
teach the subject to the vi*" 
Form to 'O' or, 'A L»vb'- 
The vacancy arises due 
maternity leave. 

Applications In 
to tfio Headmaitar *a 
as possible. 

We are an equal OPP°»*“; 
nltfaa employer ano M. 
plication form* f/u"’ "} p , 

(1658?r r " OI, “ 182340 

DURHAM - 

COUNTY council 

^I^e^ive school 
Fnformation studies - 

Wei" B quelifled 0 /a* 

quired for January. 

•oon a* possible tn® r "" vfll0 pi> 
Stamped eddreaaadjn^tP 
for apprioatlon form onn * t{on 
er detail* to Durham; 

ENFIELD 

LONDON BOROUOH OF 

Iroomfibld school 

WllmerWev. SouthPa* 0 ' 

London N1 4 

Roll j. 1 400_ ^ — , __ -Xpert; 

enm^ t«°h yjo 
SUBJECTS (0.4). . -jjpaod- 

. The Department . 

a,- 

'“-as? : 

Initiative in tba 
Broomfield »>« “'“"L'iyV''* : 
.. litis# end i* Within . . 

of public tranapdrt- -vgg;- • 


soon a 

,., An : 

Plover 




i 


EDUCATIONAL SUPPLEMENT '23.10.87 


ffloSnCS&BUSINEBS 

STDDIBS 

.-ntinuad 


SuNTY COUNCIL 
5^ I MSH0P8 E C.E. (AIDED) 

*i^B:g.vs?n o ,?Au„ 

era tap . | 

SJSgad January 1 9 88 or 
K 0 ,.#" thereafter Teacher to 
iitfn Department of Computer 
ud Bualnaaa Btudlen to toach 
■ua [Deal and Information Stu- 
5,’A Typing and Duaincn* 8tu- 
auJ’uP to and includlnii 'A' 
■4Ml School is well nquipned 
USh modern Technology. 

Further details and aniillcu- 
tion forms available from tlio 
Haidieacher to bo returned by 
ihi 6th of Novombnr 198 7. 
(19989) 132240 


NEWHAM 

LONDON BOROUOH OF 
NEWHAM 

An Equal Opportunity 
CUMBERLAND SCHOOL 

Prlnca Regent Lone. London 
E15BBQ 

Nurabaron roll; 800 
HsidTeacher: D.C, Sweeting 
PART-TIME TEACHER OF 
BUSINESS 8TUDIES/TYPINC 
«a 


squired? JANUARY 1988. 

TbH Important donartmnnt 
ruai couraea for Fourtli to 
Sixth Year* In Typlno, Office 
Sktlla and Keyboarding. These 


ira bath populpr and auccaaa- 
lul In thla Inner-city, mixed 
coaprehanatva school. Appli- 
nail may offer any or all araaa 


concerned. Applications will 
be welcome from toachors 


wlahtag ta re-enter tha prafea- 
Um after a break ae well as 
full time teachere who wish to 
rediici their work commit- 
■wnt. 

London Allowance £1.215 
plai Social Priority Alio- 
mace, 

Application forms/furthor 
particular! (a. a. a. pieoeei 
inllsble from Tlio Hoad 
lNchar to, whom complntnd 
lore* ihouid bo returned by 
3rd November 1987. 

Director of Education, 
Education Ofricea. 3 7 9/38^ 
m 8 treat Stratford El 5 
4RD. (90338) 132240 


Q.I.D. Educational Recrnlt- 
.Uroently aeoklna 
TEACHER OP ACCOUNT- 
ING * BUSINESS STUDIES: 
Iiiianerel display ad, mirier 

ifflsn-"' Ed "rsi , w , 6 


STAFFORDSHIRE 

W0LEY PARK HIGH 

K'{U L i l, s no i„V 0<,,av 


Knulred for January. 1088. 
• full or part tlmo main scale 
SSt. HTU. 


2JM« thla J 1-7 8 co m pre - 
achool . orru-e Btu- 


as !.,“nooi. arrive stu- 
2rM,« r « 'taught io 4lli. Aim 


tJ .fl .r • vvj mu. ;mi 

forma. The person 
will be reapunxllile 
idliT) of the 

TS»iJa. lh S *W»«I«I. 

j'BPllcatlon foriiiH uhtalii- 
*«o«* returnable tn 
hi * » lB “ ch ® r «t **»" selimil 

JBE*™ «sr«» 

Tfidn vinion ... 


ffthC IM V' 

"murage d. n,on 

aqiMl uppnrt unity nm* 




WRRBY 

?NV , " d ' Loethorhrad 
fcVMI«-S"r5 d 37 T661 

N-0.R Comprehenelve. 

tsfiti'Jlr ’ nc - B0C? ,n 

“ loon January 1988 or 

hrllili'p P<J8*lble thereaf- 
I"cbar n r A rof J*»IO"6l Orede 

'IttjAnrsi.- bBtil?i 5 i! BrM 


J^8U8SEX 

!0 h, < rnu?^ 1 Jsnuery 1988 

sfi '°^°Tra e nr& n x:t 


^fantribuie V? «sp«rtment 
W^ant of i h -J? 

S' e UrrIc u tue, or B , - T> s*Po*e 
IfffPb iniHSL'. Praa.ont prog- 


BARNET 

LONDON BOROUGH 
Co-aducatlonal 

£°.un^s”, , ;i- Ro " saa - 

S?“. , ffl d ». J «“ r sr',.*TS : ^aE 

yBS.W.V.L-'SSKL'LsS 5 

s£v-r“- b “- °° 

achuol. Tho nopnarimAnf' i B 

jSTf c Sl) 1 f , ,.g!5°%r u S2 sS 

in. teacher eoek- 

StsSb a ZT -WKS55 

Richer. ° r ° n QXporl °ncod 

■£ p J l i n8 Immediatly 

r V IS. Ji’“ cl,or With full 
v'Vi nn a nnmoR nr ... 


r V niiH , Wlth full 

(omo. S,a?B M ° f * wo r °’ 
a ^te,96°8 f 7, “-TOW 


Main Scale 


BEDFORDSHIRE 

EDUCATION 8ERVICE 

lWik°s^‘o'SS RSRC - 


7 &L C CreBCBnt ' B ®drord MK4 1 
Tel: Bedford (0234) 41201 
E®P“lr» d for January 1988, a 
run time, main ecele Teochor of 


English. 

The oovernore seek an Hon- 
aure Graduate. Promotion 
Prpapecte are available for a 
suitable candidate. 

a .:S:?‘ E ' Bn< * Al E-«vel work 
available. 

Application forms and furth- 
er details from the Headmas- 
ter. SAE please. 


An Equal Opportunities Em- 
ployer. ( 1 67 B4) 132440 


BEDFORDSHIRE 

EDUCATION 8ER VICE 
I1A8TINOHDURY UPPER 
SCHOOL 


M K 4a' 7 E 1) K ° m PB f ° " 1 Bedford 


Tel: Bedford (0234) 833686 
llonulred far January 1988. e 


full-tlma. Main Rcalo, Tempor- 
ary Teacher of English to cover 


the Maternity Lnavo of tne 

F renent poet-halder In the first 
natanco. 

The sucoosaful candidate 
will toach the whole ability 


range Including A-Lovel work. 
Application forma and furth- 


er detail* from the Hoadmee 
ter, 6 A E please. 


. An Equal Opportunities Em- 
ployer. 1 1 678 If 132440 


ESSEX 


!£££*» UltNULINKIIIUU 
SCHOOL 

Murjond Road, Ilford, Essex 


Tel: 0^*504 1095 
lined: Miss P. Illxon. n.A. 


i luns. 

inqiilrnd from anil of Novom- 

SSU.AlHAWm'UVlF.wr 


nr a inatnrnlty Innvo nbsance 
fur llin wlioln of tho Eastor 
Term. Drama Is ta light 


t Iii-oii aim tit ibis Independent 
wirin' unmnir school (420 on 
roll 100+ In Nlttli Form) own- 


ad by the llrsnllnoa of the 


Homan Union and thn parson 


appointed will be rnsponalbln 


fur tills a.paot of the £ngll«h 
department's work. Fourth 
Your O.C.H.E. and Third Ynar 


Engl leli are also required. 

Halnryi Mein Profa**lon«l 
Orede with Outer London 


Allowance. 


Please apply Immediately by 
letter to the Heed at thn School 


with full c.v. giving name#, 
addressee and telephone num- 
bers of two referees. 

(20328) 132440 


ESSEX 

BLMBRIDQB 8CHOOL 
Fyfleld. Nr. Onaer CMS 0HR 
Tel: Fyfleld 207 
(Roll 2501 

TEACHER OF ENGLISH • 
MAIN SCALE 

Required January or April 
19 88. 

Elmbridge Is a small board- 
3 school for 250 mainstream 
boys, 11-16 year*. Accom- 
modation will be provided and 
an additional allowance .of 
£1.911 p.a. la payable for 
boarding duties, together with 
the fringe allowance of £309 

E .a. A House mastership may 
e available for a suitable 
candidate (extra responsibility 
allowance £810 p.e.L 

The post will suit • young 
teacher with a few years ex- 
perience. capable of assuming 
responsibility for examination 
course work. Including co- 
me I wort 
nd literal 


pissed apply ae soon e« 


HAMPSHIRE 

bohunt bchool 


I.J 1 • ounuUL 

EnSPiTh > . 0r -p RoB £ 1 ' Ll Phook 

cover ^m- i I D "rJ 10 r rB 9Ulrotl to 

■ JJlS County Cauncll pursues 
tuSp« Cy of oppor- 
larly W 'wMcam. a t V5S“ P H “‘cu- 

(16790) 1S2440 


HERTFORDSHIRE — ■ 

THBSELE SCHOOL 
WoUvyn Road, Hertford SO 1 4 


Required for January 1988 at 
this mixed, afl-nblHty, li-ia 
°. ol L a ,aMhar for ENGLISH 
(Main Professional Orade plus 




HARROW 

EDUCATION COMMITTEE 


, V ■-•■iMiionw uraan plus 

aWm?" . 7p lng» allowance). 
Ability to assist with Days* 
Physical Education en sdvan- 

i— 9“ n ^ ldt, £“* •hould apply by 
letter (no forms) ta the Head- 

hl!i l l™««® nc .L oalnfl curriculum. 
Indicating the nature or their 

Mt^rean-lcuier Interoets end 

give tho names and addressee 
of two referees. 

The authority operates a 
#?rS£oV 8 r «ruitmont scheme. 
(»« 7 «a> 132440 




SANDWELL 
METROPOLITAN 
BOROUOH COUNCIL 


M00 a%l, N 0 D 0 S' c ‘" 

D ^r°yfS.iSSlbSS^hV 

5 JA 


DARTMOUTH HIGH 
SCHOOL 


Ref? 1069 


(Ra-advertlaenient) 


Required Immediately a 
J*>r"gorary teacher of BN- 
OLfaH to taecb throuoh- 
out the eqe end ability 
rartsa or this 11-16 mixed 
comprehensive school. 


1 ' -1# Comprehensive 

lAV^ISjJar January 
of Enullafi 

1 p u .x 

other temiiL. 
maternity leave.' 


PARK HIGH SCHOOL 
Thlstlecrort Gardena, 
stanmare, Middlesex 


Tel: 952 2803> 952 1379 

Required from January. 
D caver maiimli., 1 


irom January, 
to cover maternity leave, a 
'““Cher of EN- 
ftySH' ,Thle poet is on 
MPO. plus Outer London 
Allowance. 


HERTFORDSHIRE 

HBRTFORpS HI R B AND 
ESSEX HIGH SCHOOL 
Warwick Road. Bishop's 
atomord. Herts. CM93 8NJ 
(London and Cambridge 30 
milea) 

4950 + girls. Sixth Form 200 
+ , Inaludea boys) 

Required In January, 1988. 
S'* 1 !, qunllfled. enthuslaatic 


wACs.*«G*r a . oppo|ntBd v.«, 

in b Isrofl aiflocasifm 
department and 


department end teach eT 
gllsh up to O.C.S.E. Pdhi. 
biifty of 'A* level work. 
Internet (n Drama helpful. 


Salary will be paid In 
accordance with the 
Teachere Pay A Conditions 
Aut 1987 on the main 
scute. 


Apply Immediately by let- 
ter stating if application /a 
ror both or only one post. 
Also Intluda full c.V. end 
the names and addreasas or 
1 raferaaa to the Head 
Teacher. Wilderness Lane. 


, Application forma and 
further details (s.a.f.e. 


please) from the ' Heed 
Teacher at tha echool to 


icacogr, wiioernaas Lena. 
O rent Barr. Birmingham. 
(22973) 132440 


The teaching commitment 
le across the whale age 


range of this highly popular 
and successful 12-16 mixed 


comprehensive, Inoludinn 
O.C.B.B. work. Alec a par- 


ticular interest in holplna 
those pupils with special 
needs would be an advsn 
tags. 


Application forme and 
further details era obtain- 
able from the Headteacher 
(a.a.e. please), to whom 
they should be returned as 
soon as possible. 


teach throughout the school to 
Advanced lavsl. Candidates 
are invited to state their in- 

if.hiVn. w i thl - ar * d outeide tha 
subject. London Fringe allo- 
wance payable. 

?5f-S BP,y by . ,al ‘ ar to th® 

Head Mlatrass enclosing eurrl- 
aulj im vf te e end. the names end 
addreasaa of refareea. Furthar 
da tails on request, S.A.E. wal- 
coma. 

The Authority operates ■ 
generous recruitment Incen- 
tive scheme. ( 1 67 61 ) 132440 


whom completed forms 
should he returned within 
14 days of this advertise- 
ment. 


Kfrkleas operate* an 


be supplied to ell appli- 
cants. (20451) 132440 


STAFFORDSHIRE 

EDGECLIFFE HIGH SCHOOL 
Bn villa Road South. Ktnver. 

Nr. Stourbridge DVT SAA 
Required ror January, 1988. 
LMain, ScaiB) TEACHER OF 
ENOLISH up to and including 


NEWHAM 


Outer London Allowance 
Payable. 


Humberside 

ENOLISH TEACHER 
Main Scale 


LONDON BOROUOH OF 
NEWHAM 

An Eaual Opportunity 


Harrow te an eaual 

?nsss n, ““ ""fiviVo 


squired for January 1988 at 
toldgate Bchool, Kilnwlok 


Authority 
ROKEBY SCHOOL 


RgV’ai , P °v* t 1 1 * o n , To r k 

Y04 2LL. You must be able 
J?. ri!? ch « l ° OCBB In EN- 
OLISH. Previaue applicants 


will bo consldorad If they In- 
form thB echool. 

Application form and 
further details from: The 


HERTFORDSHIRE 

KINGS LANOLBY SCHOOL 


Love Lena. King's Langley. 
Herts. WD4BHN 
Experienced English teacher 
needed from let January 1988 


Headteacher (SAE please >T 
Closing Date: 2.11.87. 

Humberside County Coun- 
cil - working towards Equal 


isrslds County Coun- 


8 &wr"‘" 


132440 


to cover Maternity Leave In a 
well resourced ana supportive 


Department. 

Ability to share work to A 
Level easanttal. Mixed ability 


Level eaaanttal. Mixed ability 
Year 1-3| OCEB Language ana 
Lltoratura Years 4 A Si A Level 


texts open to dlsouaslan with 
Head of Department. 


Applications giving curricu- 
lum vitae and details of two 


referees should be sent diroot 
to the Headmaster. 

(20429) 132440 


KENT 

COUNTY COUNCIL 
EDUCATION DEPARTMENT 
NORTH KENT AREA 
ROCHESTER WARREN 
WOOD SECONDARY BOY'S 
SCHOOL 

Arathuss Road, Rochester 
MB1 2UW 


Pltchford Street. London El 3 
4RZ 

Head Teacher: Mr. O.B. 
Matthewaon 

Number on roll: 730 (Boys) 
ENOLISH TEACHER 
Required January 1888. A 
qualified and enthusiastic 
teacher Is required to Join a 
well established, friendly and 
auocaeeful English Depart- 
ment. The successful candi- 
date will be raqulred ta teach 
to O.C.S.E. level. 

London Allowance £1.219 
plue Social Priority Allo- 
wance. 

Application forms/furthor 
particulars (a.a.e. pleaaa) 
available from the Heed 
Teacher to whom completed 


'A* level. 

Application farms obtain- 
able from end returnable ta the 
Headteacher at the school 

Canvassing will disqualify. 

Closing date IO days from 
publication. 

Trade Union membership 
encoursnsd. 

An equal opportunity em- 
ployer. 

STAFFORDSHIRE COUNTY 
COUNCIL. 1 1 6737) 13244 0 


SURREY 


EDUCATION COMMITTEE 
SUNBURY MANOR SCHOOL 
Nuraery Rood. Bunbury-on- 


12-16 Mixed Comp. 6BD on 
roll 


Required January 1988. Main 


A lively and snthualaetlc 
teacher of ENOLISH with some 
additional experience In DRA- 


S orme should be returned by 
0th October 1987. Director 
or Education. Education 
orricee, 3 79/383 High Btreet. 
Stretford BIB 4RD. 

09077) 132440 


M A . To teach all ages up to 
OC8B level. 

Far furthar details and an 
appointment to view the 


appointment to view the 
School, please telephone tha 
Headteacher, Tel: Bunbury 


Haaataacnar. 
(0932) 748258. 
(16390) 


132440 


Group 7 360 on Roll 
Raqulred for January 1888 a 
teacher of English. MPa 


Basic Sonia, to teach through- 
out the school to OC8B level. 
Letters of application, c.v. 


HERTFORDSHIRE 


together with tha names/ 
addresses of two rafsrees to 
the Headmaster at tha school. 
(19886) 132440 


THE JOHN WARNER SCHOOL 
Stsnstesd Road. Hoddasdan 


EN I 1 0QF 

All ability 11-18. Co- 
educational. Approx. 840 on 
roll 


LINCOLNSHIRE 


NORTHUMBERLAND 

B LYTH RIDLEY COUNTY 
HIGH SCHOOL 

Sixth Avenue. Blyth NE24 2BY 


»c‘s& srMm (toft 

Orndo) for Spring Term 1988. 


THE LAFFORD SCHOOL 
Fan Road, BUllnghay, Lincoln 


Croup 1 1 . 13-18 Comp, or 930 

IN3 ftlM Jffw Form 


SUTTON 

LONDON BOROUOH OF 
SUTTON 

C ARBHALTON HIGH SCHOOL 

W^nohoombe Road . Cershalton 

Tel; 01-644 7323 
ENGLISH • MAIN SCALE 


The teacher appointed will 


(Group T - Roll 321) 

Xtaquirod ror January 1988 or 
ns soon ea possible tharaaf- 


Ms In Seals. 

Required from January 1988, 
°f. thsranfter, an En- 

glish Graduate, to Join and 


Required r ° r >»* January 
1988, a teacher of English to 
Join a lively and progressive 
department, with caurae up tp 
and Inaludlne *a' levol. 

, Tha echool I*, involved In 


to GC8B standard and must ba 
wiiiino to contribute to other 
sreoa of the curriculum, 
according to experience end 
Intoreat. 


ter. an enthusiastic and dsdl- 


aatod English teacher ta be 
responsible for. maintaining 
end further developing a sua- 


gllah Graduate, to Join and 
share in the work or e large and 
successful department, sixth 


Please apply tmmedlntoly to 
tlio Hondmaster with curricu- 
lum vltao snd_ quoting two 
raforenc. ( 16750) 132440 


aessful department. Main 
Sonic + allowance B. 

SAB to Hoad Tor form and 
details. Closing date 6 


farm teach ixm available for a 
suitably qualified person. 

Removal oxpenesa end ladg. 
Ing allowance may ba payable. 

For application forma and 
furthar details sand s foolscap 


_ Tho achoal Is Involved In 
TVEI, CPVE and Records of 
Achievement. An Interoat In 
the Creative Arte would be an 
advantage. 

. Applications In writing to 
the Headmaster. In tha first 
Instance. Including C.V. and 


S svambar 1987. 
2881) 


a.a.e. to the above address to 
be returned within fourteen 
days. (16726) 132440 


nemep and addresses or two 
rererae*. 

An Equal Opportunities Em- 
ployer. (20428) 132440 


Application forma for tho following appointments, except where otherwise stated, are obtainable from and returnable to tha 
Head Teachers by the dates stated. A large stamped addressed envelope should be enclosed with all requests for application 
forms. _ . 


MAIN SCALE 
Secondary 

Plymouth, Eggbuckland School, 

W 08 tcott Close, Eggbuckland, Plymouth, 

PL6 5YB. (Roll 1380) 

Main scale — Spanish and French 
Required January 1988, a teacher of Spanish and French. 
The ability to teach Spanish at A level would be en advan- 
tage. The language department Is well organised and the 
teaching faclmlea are excellent. (Candidate* Bble to offer 
French only may also be considered.) Closing date 6 
November 1987. 


» on, Glen Park Primary School, 

)ad, Plympton, Plymouth, PL7 3DE. 


(Roll 266) 
Main 8cale 


Main 8cale 

Required January 1988 an enthuslastlo and -experienced 
teacher to teach a dess of mlddle/receptlon Infanta In an 
open plan team teaching situation. Knowledge of Break- 
through to Literacy andan interest in the Creative Arts 
would be an advantage. Please state curriculum strengths 
and philosophy in Early Years education. Closing date 30 
October 1887. 


OTHER POSTS 

North Devon Area 
Peripatetic Nursery Teacher 
Main Seals 


MAIN SCALE 
Primary 

High Bray Primary School, 

Brayford, Barnstaple, EX32 7QJ. (Roll 32) 

Main 8oale 

Required for January 1988 an Infant teacher to teach a 
mixed ability and age range (flaaa In this small village 
school. Tha appointment will be temporaiy for one term 
pending the appointment of a new Headteacher from April 
1988. Closing date 6 November 1987. 


Required January 1988 or as soon aa possible. Applica- 
tions are Invited from teachers with nursery training or 
experience for a completely new and exciting post which 
will be concerned with a pilot scheme to provide nursery 
education In isolated rural areas. The scheme will ba baaed 


in Holsworthy and for administrative purposes at tha local 
Primary School. The ability to drive a van and to make 


good relationships are two of the essential requisites for' 
this post Application forma from (aae required) Area Edu- 
cation Officer, Civic Centre, Barnstaple, EX31 1 EG. Closing 
date 6 Novemb&r 1987, 


Ottery St Mary, West Hill Primary School, 
West Hill, Ottery St Mary, EXt l 1 UP. {Roll 103) 


West Devon Area 
Peripatetic Nursery Teacher 
Main 8oale 


MalnScale 

Reauired January 1988 a teacher for Receptlon/MIddle 
Infants. Interest in Art and Craft an advantage. Letters of 
application with full curriculum vitae and three references. 
Closing date B November 1987. 


Required January 1988 applicants should be qualified and/ 
or.experienced Nursery Teachere who have their own car 


and a current driving licence. The person appointed will be 


responsible to the Headteachere for the running of nurse: 


and St Peter's! 


Plymouth, Victoria Road Primary School, 

Trelawny Avenue, St Budeflux, 

Plymouth, PL6 1RH. (Roll 331) 

MalnScale . . - ^ V . • 

Hflnulrad 'January/April 1988 an enthusiastic teacher who 
fail ing SS fopartiClpate fullyln the working life of 
heschool. Lettera of application to Hefidleache, r» mm 
as poaalble stating curriculum areas offered- Closing dale 
30 October 1987. • • .'-V -. ' : - 


fAlded ) Primary Schools. Application forms and further 
particulars obtainable from (sae required) and returnable 


-to the Area Education Officer, 
Civic Centre. 

Plymouth, PL1 2EW. 

Closing date 6 
'November 1987. 


DEVON 


Art EQUAL OPPOrtTUnmU EMPLOYER 





- I-2A 


SECONDARY ENGLISH 

ooatlnuog 

SUTTON . 

18^5? ® 6RQUO “ 

WoodooUR’aMJi® ..jJ 1 

SurrwJMMKmJpivoi 7 10 

; ^lUWwPENOLIHH - 

: jfPBfflnrBd from lit January 

ftlisfB, a inacher of English. 

■ This Is a lemporery appoint- 
men! Uua to maternity leave. II 
will Involve teaching ihrouah- 
oui the nchool. Including OCSE 
work and possibly *a* level. 
This could either be a full-time 
or part-lime appointment. The 
English Department la a large, 
thriving one. 


ESSEX. 


nviB cu-oa. 

lve l Sis ih Form 


nEOCHANIV TEACIIEK ■ 
"MAIN SCALE 

Jlequlred as soon as possible or 
for January I9A8- 

To * A" lavel If poaalble. Tills 
la a temporary appointment fur 
one of two terms - 

Application form and rurth- 
nr cleiella from Headmaster. 
{■67711 132640 


HAMPSHIRE 

DOHUNT SCHOOL 


by letter to the Hoad- Geography; to 


names and addresses of two 
referees, aa aaon aa possible. 

An Equal Opportunities Em- 
ployer. (30875} 132440 


WALSALL 
METROPOLITAN 
BOnOUOH COUNCIL 

TEACHER OF ENQL1BH 
Main Scale 

Required January, 1988, 
or aa aoon aa poaalble there- 
after. a wall qualified and 


enthusiastic teacher of En - 
pliah to teach throughout 
(ha age and ability ranga of 
this 11 -IS comprehensive 
and community achool. 

Application forma and 
further details available on 
reaalpt ol an S.A.E. from 
tha Headteacher, Alum we 1 1 
Community School. Prim- 
ary Avenue, Walsall, Weat 
Midlands. 

Cloning Datai 4tli Novem- 
ber. 1987. 


an Equal 
Employor. 
132440 


Opportunity 
007 0B) 


WEST SUS SEX 
TEACHER OF ENGLISH 
DOWNLANDS SCHOOL 
Hassocks 

Salary: Main Scale 
Required for January I88B to 
loin a vary active ana eucasaa- 
rul department In thla TVEI 
Associate School (100% 
Coursework OCSB) at thla Il- 
ls mixed comprehensive 
school. 

Application form and rurth- 
or details can ba obtained from 
the School Secretary, Down- 
lands School. Dale Avenue. 
Hassocks, West Sussex BN a 
8LF tn.a.a. please). 

6 Novarabar 
1887.(22991) ’132440 


WEST SUSSEX 

TEACHER 
THOMAS BENNETT 
COMMUNITY COLLEGE 
Crawley _ 1 

Required ror January 1988 for 
thla mixed 12- is school. 

_ An enthusiastic teacher of 
Bnallah (on basic scale) to Join 
Innovative, Imaginative and 
auocaaaful drapsrtmant. to 
teach English In all years, and 
to take a share of departmental 
responsibilities. Enollah la 
taught to mixed ability groups 
throughout years 2-9 leading 
to QCBE English and Litera- 
ture (NBA B Syllabuses) and to 
A level AEB (660), vacancy due 
to promotion. 


Main Scale 


Longmoor Road, Llphook 
Geography: to QCSE. Teacher 
required to cover maternity 
leave from Int January 1988. 

Application forma and 
furthar details avallnbla from 
the Haadtaacher. 

The County Council pur- 
sues a policy of equality of 
opportunity. Applications 
particularly welcome from 
people with disabilities. 
(16789) 132640 


HARROW 

EDUCATION COMMITTEE 

PARK HIGH SCHOOL 

Thlatlecroft Gardens, 

Stanmore. Middlesex 

Tel: 082 2803: 832 13 79 

Required from January 
to cover matornlty leave, 
part-time (0.3) teacher or 
GEOGRAPHY. Thla OOBt 
Is on MPO, plus Outer 
London Allowance. The 
teaching commitment fella 
on one full day and three 
half days par week, and 
Involves teaching across 
tha whole age range. 

Perk High School la a 
12-16 mixed comprehen- 
sive. and la a highly popu- 
lar, successful and re- 
spected school In tha ares. 

. Application forms and 
furthar details are obtain- 
able from the Headteacher 
(a.a.a. please) to whom 
they should be rnturned aa 
soon aa possible. 

Outer London Allo- 
wance Payable. 


Harrow la 

fraiss" 1 * 1 - 


iployar. 

132340 




nBBBmunGESiiiRE 

"COUNTY COUNCIL 
(AN EQUAL OPPORTUNITY 
EMPLOYER) 

MANOR COMMUNITY 
COLLEGE 

Arbury Road, Cambridge CD4 
2JF 

TEACHER OF HISTORY 
(MAIN PROFESSIONAL 
GRADE! 

Required aa soon as passible. 
This la a temporary pasi until 
Slat August 1988. 

Application form and details 
from the Principal (s.a.o. 
please >. (22978) 132840 


ESSEX 

BARSTABLE SCHOOL 
Tlmborlop Close. Basildon 
SS14 1UX 
Tali 026B 332091 
(Roll 1.400) 

HISTORY TEACHER - MAIN 
SCALE 

Required January 1BBB. 

Teacher of Hlatory for 
G . C.S. E. to work within active 
supportive humanities faculty 
committed to curriculum de- 
velopment. 

Removal and relocation ex- 
penses of around £4,000 ara 
available for these who 
qualify . 

C.V. and letter of applica- 
tion to Headmaster as soon as 
possible. 

MARK HALL 

COMPREHENSIVE SCHOOL 
First Avenue, Harlow CM1 7 
BLR 

Tel: Harlow 3B1 21 
(Roll 990) 

HISTORY TEACHER - MAIN 
SCALE 

Required January 198B. 

To cover ror maternity 
leave. 

Please write to the Head- 
teacher with c.v. and names of 
two referees. (16777) 132B40 


HERTFORDSHIRE 

THE SELB SCHOOL 
Welwyn Road, Hertford 8014 
2 DO 

Requirad for January 1B88 at 
thJa mixed, all-ability, 11-1B 
achool. a teacher for HISTORY 
(Main Professional Orada plus 
London fringe Allowance). 
Ability to assist with Boys* 
Physical Education an advan- 
tage. 

Candidates should apply by 
letter (no forme) to the Head- 
master enclosing curriculum 
vitae, Indicating tha nature of 
their extra-curricular interests 
and give tha names and addres- 
ses of two refereea. 

Tha authority operates a 
generous recruitment scheme. 
(16763) 152840 


• THE TIMES EDUCATIONAL SUPPLEMENT . 23,10,87 


HERTFORDSHIRE 

MONK’S WALK SCHOOL 

Knlghtafleld. Welwyn Qardan 

City AL8 7NL 

Tali 0707 322 84 6 

99 0 Puplla; 11-18 mixed: 

all-ability 

We ri Bqulra . for January or 

ftKMff.* <?a«* y .Si°Sl5IS — 

and enthusiastic teacher of 
GEOGRAPHY and INTE- 
GRATED HUMANITIES 

(Main Scala with Outer Lon- 
don Fringe Allowance). Tha 
past Involves Geography to 
QCSE and A Lavel and Inta- 


tilra (NBA B Syllabnaea) and to 
A level ABB (660), vacancy due 
to promotion. 

Form end details from Head- 
teacher, Thomas Bennett Com- 
munity College. Ashdown 
Drive, Tllgete, Crawley, Weat 
Sussex. . CS.a.a, please). 
(92989) . 182440 


Geography 

Main Scale Incentive B 

BERKSHIRE 

If ^gs NTYo r 

THEALB GREEN SCHOOL 

NOR 1 ? fill) " d nB RC,7BDA * 

7 form entry coeducational 
enmnrahenalva school of 1230 
(6th form 1 BO) for rural area 
- on West Reeding fringe. 

Strong House baa ad pastoral 
Byatom 

for January or April 
19SB Head or Geography, Main 
goals T Incentive Allowance 
B, to lead an innovative nnd 
Important department 

teaching Geography couraea 
throughout tha aahool end 
Oaolggy within the 3th Form. 

■ Candidates should ba well ax- 
perLenaed Graduates, 

. ^.Further dole He available 
from tha Headmaster at tha 
School - Tell Reading 302741. 
< Berkshire has ■ schema of 


a rated Humanities (English, 
leapraphy. History, Library 
Skills and Religious Ed no a - 


OLDHAM 
_ METROPOLITAN 
BOROUGH OF OLDHAM 

EDUCATION COMMITTEE 

RADCLYPPB SCHOOL 
Hunt Lana, Chadderton, 
Oldham 

• . "Required for November 
1 8B7 Teacher of History 
(Main Scale) able to do full 
range Including 6th form 
work. Temporary to 10th 
April 1988. 

Please apply by latter to 
tha Headteeahar including 
full c.v. and namni and 


I ion to First and second Yanr 
,ev»l. We are looking for e 
teacher who can teach the 
full ega and ability range in 
thin papular comprehensive 
school. 

Relocation expenses to a 
total of £4,300 mortgage sub- 
sidy, payable In approved 
cases. Ran tod. accommodation 
may be available. 

Detailed letters of appllna- 

H on should he sent to tha 
eadmaatar as soon as passi- 
ble, enclosing a e.v. and the 
names, status and addraanas 
or two refereea, 

(16748) 132640 


KENT 

sSucatiSn^e^artment 

Oak wood Park, Maidstone, 
Kent MB16 0JP 
Raquired January 1988, ex- 
perienced teacher of Geogra- 
phy. to take GCSE and A 
-lavel classes, temporary to 
cover maternity leave. 

_ This established ’ mixed 


cover mptornity leave. 

_ Thi* established ’ mixed 

a.'"s ,i ?o.Y , iT iM i n,.!!Ssa 

. Apply to Headteacher with 
. av and two rafar See (Innlud- 
Inp * prloat for Catholics ap- 

132640 


addresses of a referees aa 
soon as poaalble. 

An Equal Opportunity 
Employer. 

Assistance with Local 
Authority Housing avail- 
able. (16040) 132840 


WARWICKSHIRE 

TRINITY SCHOOL 
Guy's Clirfa Avenue, 
Leamington Spa CV3B 6NB 

(R. C. Voluntary Aided) 

Requirad from Januer 


good honours HISTORY 
graduate to tasah all levels 
and abilities. School Hia- 
tory project to GCSE, Euro- 
pean Hlatory at 'A 1 level. 

Written applications, 
stating full curriculum vltaa 
Including the names and 
addresses of two refereea, 
Including telephone num- 
bers, should ba sent to tha 


Including tbo names and 
addresses of two refereea, 
Including telephpna nun- 


Principal at tha achool. 
Warwickshire la an equal 

f$SS&T m " 8m fi D 2 V 8°4 r 6 


Home Economics 
Main Scale Incentive B 


EAST SUSSEX 

MARGARET HARDY SCHOOL 
FOR GIRLS 

ladle Mile Road. Brighton BN1 
8PD 

Roll: 715 

Girls Comprehenaiva: 11-16 
From January: HEAD OF 

HOME ECONOMICS AND 
CHILD CARE (Main Scale with 
Allowance B). 

Relocation grants available 
In approved cases. 

Application by letter with 
full C.V. to the Hendmlatroas 
sa soon aa possible. 

(16994) 133036 


NEWHAM 

LONDON BOROUOH OF 
NEWHAM 

AnEqual Opportunity 
Authority 

CUMBERLAND SCHOOL 
Prince Regent Lana, London 
E13 8SG 

Number on roll: 800 
Head Teacher: D.C. Sweeting 
TEMPORARY TEACHER OF 
HOME ECONOMICS 
Required aa Boon as possible. 
An enthusiastic and committed 
teachar to cover for tha 
maternity loava or the Heed of 
Home Economics at the 1 1-1B 
mixed comprehensive school. 
The successful applicant will 
work within a well established 
Design Faculty and ba re- 
sponsible for the dally manage- 
ment and organisation of the 
Home Economics area. 

Incentive Allowance avail- 
able for suitably experienced 
candidate. 

LONDON ALLOWANCE 
£1.215 plus Social Priority 
Allowance. 

Application rorms/further 
particulars (a.a.e. please) 
available from tha Head 
Teacher to whom completed 
forma should be returned by 
3rd November 19B7. 

Director of Education, 
Education Of f leas . 379/383 

High Street. Stratrord El 9 
4RD. (20559) 133036 


Main Scale 


BARNET 

(LONDON BOROUGH) 

BISHOP DOUGLASS R.C. 
SCHOOL 

Hamilton Road, Finchley, 
London N2 OSQ 
Tel: 01-444 3211 
V.A. Mixed Comprehenaiva. 
Roll 1 ,087 . Sixth Form 184 

SkVqiflre'd 8 s 8 J 

Teacher of TEXTILES/DESION 
with willingness to develop 
both raahlan and creative 
aspects of subject to O.C.S.E. 
and an interest In cross cur- 
ricular development. 

The successful candidate 
will work within the Home 
Economics Department pro- 
paring puplla for examinations 
In Tnxtllaa and have the oppor- 
tunity to teach Textiles across 
the whole age and ability ranga 
of thla aahool. 

Practising Catholic prefer- 
red. Removal axpenaaa and 
separation allowances avail- 
able. 

Apply In writing to thg Head 
Teacher with full c.v. and 
names of two referees, S.A.E. 
Furthar details of the past con 
be obtained upon request. 
(1BAB8) 133040 


CALDERDALE 

METROPOLITAN BOROUOH 

Tha Council la committed to ba 
an equal opportunltlaa 

H e*bd en^ri dee 5 Q N* r oy ** 1 

Ref: EDS/SalB 

Required from November 1967 
to August 1988 to cover 
maternity leave, a temporary 
taaohar of HOME ECONOMICS 
(Main Scale), 

. Application forma must be 
obtained from the Heed 
Teacher (large a.a.a. please) to 

S whom completed forma ahould 
'■ returned, quoting post re- 
Br °poe number by 4th Novem- 
uar i 887 . (20886) 133040 


SANDBACH SCHOOL 


. HarKanira nas a schema of 
re-lmburaament for lodging 
and removal expenses. - . 


HERTFORDSHIRE 

THIS MERIDIAN SCHOOL . * 

BGB7JJ?: ' B,k " R 0S' ,ton ' Herts. 


History > 
Main Scale 



ss 


s.-nnx-}*n*iva 19-18 

Roll 0QO. (150 In sixth Term) 
Wanted from January 1988-e 
temporary , teacher . or 
CECSORAPy Y , to cover fat* 

' maternity, leave. Geography 
' to A-levsl. plus some History 
.and Environmental Studies at 
lower lavel Full time prefer- 
red, but pert timers cons)-' 
dared. 

• Meridian ie the Upper 
, School of a 3 tier system 


BARNET 

(LONDON BOROUGH) 
EDWARR COMPREHENSIVE 
: . SCHOOL; • 
ftrean Lahoi Eddwaita, Middx 
HAH BBT 

f Tel: 01-9085310 ." 


School of 


ler system 


serving Rovston and sur- 
roqndlna villages. Rovseon Id 
a small town witn good 
transport links to London 
f iend 'within 13 miles of Cam- 
• ‘Brldfla* 

■ 'Apply bV Jotter (no forma) 
to the Head, Mr. O.T. Kings- 
ley. giving full c.v. nomas of 
two refereea .who know you 
aa a . taaohar student, ana 
phone number. Please enclose 
A4 a.a.e. (16754) 139640 


'mJtted- and enthusiastic de- 
portment tp coyer, n maternity 


SANDBACH SCHOOL CREWE ROAD. 8AND8ACH, 
CHESHIRE CW11 ONT. , ^ 


GROUP 1 1 1 1-18 SPECIAL AGREEMENT BOYS' 
COMPREHENSIVE. 

Required January or later: 

, 2 Teachers of 

MATHEMATICS 


'■ fm *?P, oe - 'AppmiiBtS Haul'd be an ® pefriiaiwnt, orie temporary; to teach throughout the 
Manning “an" F 10 '" 8 ° h ° 0 Inoludlno QCSE work; A Isval teaching could ..' 
wiiilng'^"^nvofve 8 ti^m\»oiVea be available to fluitable candidates. a : ; 

tJio daparlyent?8il t 5yJlr n a l ^aoS; iDMlSdI§t&iV by t^lephonB: GraW0 

BS«P : ' : S 270J 76? 321; during the weekend Alaager (09363) 6309. 

* litre rest in g .*M. E . ihto r * ' : .• Interv,ewe place during the Week 

SaVantaaeT 1 . ! ; ; 2«tH-SWi; October; ^ 'biterarted candidates are advised to :! 
_ Apply iq_ writing to > Hiiad •' '■ 'v that their resignation will ba^ Hcceptahletothelr bra-v 


BRADFORD 
CITY OF BRADFORD 
METROPOLITAN COUNCIL 
CARLTON BOLLINO SCHOOL 
Requirad for 4th January to 
cover for matornlty leave a 
Hama Economics Teachar. 
lamp MPO. Tha Home Econo- 
mies Department taachas with- 
in the Expressive Arte Faculty 
In a dallghtrul purpose built 
sulta. The Starr of tha Depart- 
mnnt work ns a close knit team 


and ore Involved In pioneering 
modular teaching throughout 
the ago and ability rangaa. 


Carlton Bolling Ib In tha 
inner City or Bradford end 
provides comprehensive 

education ror 1,830 students 
(210 In 6th form) and 600 
adults. It la an exciting place fn 
which to work. 

For further details and an 
application form refer to the 
Headteacher. Mervyn Fleck- 
noe, between 8.00 a.m. and 
4.00 p.m. on Bradford 633111. 

Completed forms should be 
returned to Mr. Flecknoa, 
Carlton Bolling School, Undar- 
cllffa Lana, Bradford ED3 
ODU, by 4th November 1887. 

Reference ET 116187/TBS. 
November 1987. 

Reference ET 116187/TBS. 

Bradford la an equal oppor- 
tunities employer and wel- 
comes applications for candi- 
dates of any rece, sex, nge or 
disability who meet the Job 
requirements. (20881) 133040 


DORSET 

KEMP WELCH SCHOOL 
Herbsrt Avenue, Parkatone, 
Poole BH19 4H8 

t ags range 12-16) 
laqulrad January 1988. Tem- 
porary for two terms, Home 
Economics Teacher (Main 
Seals). Should be able to 
teach Home Economics; Food 
and Child Development to 
O.C.S.E. level. 

Application forma and 
further details from the 
Headmaster on receipt of 
s.a.o. (80430) 133040 


ESSEX 

BBLFAIRS HIGH SCHOOL 
Highlands Boulevard, Leigh 
on Sea SS9 3 TO 
Tell 0702 74493 
(Roll 1300) 

TEACHER OF HOME 

ECONOMICS AND CHILD 

CARE 

Mein Grade 

Raquired Immediately. 

A temporary one year con- 
tract only to Slat Auguat, 
1988 at this all ability mixed 
comprehenaiva. Goad facili- 
ties. 

Apply In writing with rull 
c.v. and telephone no. to 
Headteacher a.s.a-p. 

(16773) 133040 


HILLINGDON 

LONDON BOROUGH OF 
HILLINGDON 

MELLOW LANE SCHOOL 
Hewena Road, Hayes End, 
Middlesex • 

Number on roll: 1020 120 

... Headteacher: »;0‘. 

Stafford, b.Sc. 

Required for January 
1988 an enthusiastic 
teacher of Home Econo- 
mics to Join n lively De- 
partment. The aubject la 
currently part of tha core 
curriculum ror all puplla 
In the flret two years and 
la very popular in tha 
third year. Students arc 
prepared for both the 
Home Economics Food and 
Family GCSE examinations 
there- la a significant 
amount of pre-voca tlonal 
work at both Foundation 
and CFVE levels. 

Mallow Lane la a friend- 
ly and popular achool. Tha 
appointment la on tha 
Main Professional Grade 
but an incentive allowance 
may be available for a 
candidate with sufficient 
experience and leadership 

a ualltlea to set as Head of 
ome Economics (tha 
school awaits claririaatlon 
or the number of Incentive 
Foata available). 

Apply by latter to the 
Heed at the school (a.a.e.) 
giving the names ana 
addresses of two refereea. 
Interested teach ara ara 
welcome to telephone the 
school to obtain further 
details. Closing data: 6th 
November 1987. 


Outer London Allo- 
wance payable. 

(16794) 1S3040 


MERTON 

LONDON BOROUOH OF 


MERTON 
ED U CAT] 


iATION COMMITTEE 


Merton le an Equal 

Opportunities ^Employer. All ' 

applications will ba 
° o *1* 1 J* oG ° n t heir merits 
RICHARDS LODGE HIGH 
oCflOOL 

Lake Road, London 8W1B 
Tel! 01-946 2908 
£?-. 18 No. on roll: 780 

S. ,r, il °? whom 138 are In 
tha Sixth. Form 


Head Teachar! Mrs D,E, Kay 
Required ea aoon aa possible 
a Main Professional Grade 
of Needlework and 


taSSr^ I ■ Con^rt the Rchool 

; : : :; eS±D r 


- An mterelt InOvOiB.B. Inter 
grated HdmenltJea Would bn an 
advantage. T| ■ 

Apply |q writing to r £H(ad ■ '■ 
Teachar - with full c.v. and. , .- 
names of two rafarpes.. S.A.E, 

Df 1-actor of Educational 8er-° ■■ 
vlcoa. (19699) 132840,, ^ 


7"* y*! 1 ®** all ages up to 

A Laval. This la a- temoor- 
5 r ^_.JSR. olntmant wikh the 
paaelbllity . of becoming 

S r, ?fie p"o"at 
frora *ha Dlrao- 
tor of Education, Crown 
Hauaa, London Road, Mor- 
Surrey SM4 BDX. Plaaaa 
.enclose a stamped addressed 
anvalopa. (16786) . 133040 


SURREY 

Sft^CATipN COMMITTEE 1 
SUNBURY MANOR BCHOO: 




■|g«VdS i^ a o^.680,on ; 


Bjisura mat their resignation Will behcceptabJe to their bre-''. 
aantamployeh . * ; ' 

fe* f TT i— mill rJi f J f 1 ■*/ Mir r«t 


' P.OV: , 

jppplnli 


na-un to ocsB. it 
rqrthar- ■ data! ip 

HMLj'. *** : tour 


OXFORDSHIRE 

COUNTY COUNCIL 

MATTHBW^ARNOLD 

Arnolds WH|j^xrord OX2 

Mixed 11-18 
camprehensive with 
approx. 830 pupil^ on th- 
ou takirta of Oxford " 

• Required for January . 
permanent Home EcSno! 
mica Teacher - main n™ 
fens Iona I scale - to loach 
H.E. - Food to G.C 8 p 
level. Abllty to teach Fab- 

care "on* advantaged Ch,ld " 

fur1gg{ ,c,, d t i^,,. ,or a l u; lla %'i2 
fecSpt h of "■ 

Employer .““a 033??°i r 3304S 


Humanities 
Main Scale 


KENT 

COUNTYCOUNC1L 
gDUCATlON DEPARTMENT 
NORTH WEST KENT AREA 
H EXTABLE SCHOOL 
Eoertpn Avenue, Haxtabla, 
Swan ley Kent BRB 7LU 
Tel: 0322 68621 
Teacher of Humanities (MPO) 

^ulredfor tha a S fi r| n |o T.rm 

Humanities is taught to all 
students from Year 1 to GCSE 
on an Integrated basis, with 
some aubject options In Years 
4 and 3. 

Haxtabla la a mixed 11-18 
Comprehe naive School on the 
edge of the London Borough of 
Baxley and Bromley, It la also 
close to the countryside of the 
North Downs. The London 
Fringe Allowance of £309 p.n. 
la payable. 

Application by form (avail- 
able from the achool on receipt 
or an a.a.e.) should ba sent to 
the Headmaster at the School. 
(19988) 13SB40 


Mathematics 

Main Scale Incentive D 


NOTTINGHAMSHIRE 
COUNTY COUNCIL 
TRINITY R.C. (AIDED) 
COMPREHENSIVE SCHOOL 
Beeohdale Road, Aapley, 
Nottingham NOB 3BZ 
Mixed! 370(11 -18) 

HEAD OF MATHEMATICS - 
ALLOWANCE D 
A' suitably qualified nnd ex- 
perienced. teacher la required 
rot- ' Easter ol* earlier If possi- 
ble. Tha successful candidate 
should ba able to achieve re- 
sults at all lovela. Including 'A' 
level, In a thriving and success- 
ful Department. 

Application forma and furth- 
er details are available (a.a.a,) 
from the Hand Teacher at the 
achool. Informal anqutrlee 
welcomed. 

An Equal Opportun!ty_Sa- 
ployer. (16734) 133432 


Main Scala Incentive B 


BUCKINGHAMSHIRE 
EQUAL OPPORTUNITY 
EMPLOYER _ „ 

n BACON SFKBLD/CH1LTBRN 
AREA 

BURNHAM COUNTY 
SECONDARY SCHOOL 
Opendala Road, Burnham, 
Bucks. 

Tell Burnham 62107 
Haadtaacher! O.M. Edan 
Required for January 1BBB « 
this 12-16 school, with bom 
BBC Master and AML compu- 
ters , a teacher with curriculum 
development experience “ 
lead the department. Ability to 
contribute to TVEI *5‘t Bn, , , ,® n 
an advantage. (Rata B pH® 
wance payable). ... 

Please apply in writing J® 
the Headteacher at tha aohooi 
with rull detalla of expe rience 
and the names of 2 referees- 
(18094) 

STAFFORDSHIRE 

TRENT VALLEY HIGH ; 
SCHOOL „ 

Newcastle Lane. Fankhull, 
Stoke onTrant8T4 3JJ j. 

pertinent (Main Scale Pj* 1 * ' .j 
centlvn Allowance Bl-;. A we 
qualified and expari^nMO 
teacher la reaulrad for tn 
Vary important poet In * v* » 
forward looking d enact men 
Same prevlouj kMwlndW WJ 
experience with BMP material 
la naaentlal- 

Application forms_ obtain 
able from and returnable to 
Headteacher rtU .iify. 

Canvassing WI1J 1 
Closing data 10 days ,rou 

’"XrSSXi opportunW - 

SGSfaEHHB” 


Main Scala - 

BUCKINGHAMSHIRB ■ 

sapssspisssis’s^ 

BE ACONSFIELD HlOH 
Watt?aton Road. Boaoon* fl ? 111, 

Teli^aacbnefleld 3043 
Headteacher t ■ J* ® r * ■' 
-,1ft Ar- aa!l«I 


auccaixnirdbpSrAeSt SovVr- • 
: OCSB, level. 


n Mxtnamatioi. *«■»»>» 
SDOlV :ll) wrl 


■ rtBTrn^lEiltlCAtlONAL SUPPLEMENT 23.10 :87 

?i«iMijSnc 8 hertfordbhb 

MATHEMATico prbsdales sch 

continued Ware - 


BRADFORD 

cp u ncil 
oppsr school 

Sjauirad at this larged mixed 
fn«orehanslva achool on the 
JSjAern edge of the city close 
*r , Summer Wine* Country, a 
uacber of Mathematics (Main 
PrtWional Grade) from lat 

,B “Otlvoly 
iHuaived In independaut 
ioproachea to learning 
JbmILE); there is a Past- 1 6 
Uathl Workshop and exonllont 
computing faciirtloa. 

Further details and an ap- 
niiestion form can be obtained 
from the Headtoaelior, Mr. J. 
tUjtcr, Tong Upper School, 
WBitaute RUI. Brndford no4 
CNR to whom aompletad iorun 
Kould be roturnod by 4 
November 1987. 

N Rifbrence ET1 1B387/TES. 

Bradford la an equal oppor- 
tunities employer and wel- 
come! applications from candi- 
date* or any race. sex. age or 
dltibllity who meet the job 
Faqulrenents. (90880) 133440 


HERTFORDSHIRE 

PRBSDALES SCHOOL 

Group* X 4 ' WaPO * 

ichool f )° rm ntT * «"«*>■• 

|S£Hc! 

Appi (cants would h« 

?ul |y P fn P ?hB to contribute 

achooL throughout the 
The Authority operatea a 

?.v n c Or a°cr 0m P c , ; Cr,lltn ' e " t '»“■* 

. modern 


CROYDON 

LONDON BOROUGH OF 
CROYDON 


EDUCATION COMMITTEE 


lanfranc: high 

BCHOOL (M) 
Mitcham Road, Croydon 
CR0 SAB 


Tel: 01-888 1259 


atbacherof 

MATHEMATICS 


In Ita own apacloua 

reach H?r 


Oraen < Llno >l coaoli7 >y “• a ' n ° ,, « p 
ateiSJ. 8 - nt 8 l two na roroMaa 

06764, t0 ,ho 


1 M *tl , amatlcs Depart- 
ment le housed within Its 
■UltO Of room, which 
“n “raa apaolfically 

?lonnP work . ,OP lr,VBBt,0 “" 


u,m h K- U _ c f 0B ? ru i applicant 
Will ba required to teach 


?ty r °“ ‘h* full age and abll- 
Would be an advantage alnca 


,i.7. T. -uYouingn since 

th« "!2. approach which 
ine department la actively 
seeking to develop. 


CAMBRIDGESHIRE 
COUNTY COUNCIL 
AnHgual Opportunity 

I^InItherhall SCHOOL 
Quien Ediths Way, Cambridge 
CB1 ANN 


Col «nn 

MATHEMATICS GRADUATE 
(ids la Profeaslonal Grade) 


(Uslu Pro fees I anal Grade) 
Required rrom January to 
luch throughout the school. 
Ability to teach to ‘A* level an 
(drainage but not essential. 
This could ba a temporary post 
for two terms fn the first 


laatanca. 

Apply by letter with full 
C.V, and names of two refers as 
to tbs Head Teacher at the 
Hhcol. (16716) 133440 


EAST 8U8SEX 

TIDEWAY SCHOOL 

BN9 9jL Wn RO “ d, Nowf 'aven 

RSiV?i?£S8 B,VBn,lxo ‘ ,: l| - ,B 

ful"srfh*^ V, i* r,, " loo * t,nfl auoceaa- 
J’i 1 , 11 “Hool recently awarded it. 

Av?ard. tlOI,al Curriculum 

Ralocatlon grants in 

approved cases. “ ,n 

A p p 1 1 cat 1 on forms from 

{16744 > 133440 


Salary: Main Orada. 
Tenable: January 1988. 


*o «*e Head- 
master, Lanfranc Hlah 


Lanfranc High 
School. Closing date: 

November 6 th , 1 987. 

(20440) 133*40 


ESSEX 

CHELMSFORD COUNTY 
HIGH SCHOOL FOR GIRLS 
CMlMIW d Road * Chelmsford 
Tel: 0243 352592 


(Roll 648) 

TE ACHER OF 
MATHE MATICS - MAIN 

Required January 1898. 

Graduate to 
Mathamatloa to Further 
Mathematics and Oxbrldaa 
1 3 ° 0,r . ,B ,n torm - 

department. Incentive 

a uU Ob* o c a™ d idn t B “ v B 1 1 " b 1 0 for 

*££2. ;?a r sss?f. to of H :ss; 

22?5s ISS? 1 *° n JS 1 toachln 2 ax. 

parlance and namea of two 
■ 8 ■ A . E . plaaaa . 

f ,6768 » 133440 


SECONDARY EDUCATION 

HEADSHIPS 

See display advertisement under Secondary Headships. 

MAIN SCALE 

CHELTENHAM B0URNSIDE SCHOOL & SIXTH FORM 
u, . CENTRE 

Wanton Hill Road, Cheltenham, Gloa. QL61 6EF. 
Comprahentive 11-18; 1600 students, Sixth Fonnol 360. 

TEACHER OF MATHEMATICS AND 
ENGLISH 

R«Mred from January 1988 a graduate teacher lo teach 

w * pptoiton * 

WOCKWORTH 8CHOOL 
MWLsne,Broct(wortti l Qlouc8aterQL34QF, 

TEACHER OF MATHEMATICS AND 
COMPUTER LITERACY 

2HS£ !S, Januwy fnegoteWa) a wen quaiffiod and 
«nxisiasiic teacher ol Mathematics end Computer Literacy, 
mopojie y i-iinm, peimanent. Appteanis should have a 
™[J9nws to teach Ine tun age and abffatyrango h weH- 
SSM^oso buHl accommodation. Tho post would 
gJJgwVsult on energetic new entrant to iho profession. 
JjgceUpns by loiter to the Headmaster, enclosing curriculum 
vwe and names and addresses ot two referees as soon as 


« vjr hiiwh iu uw noaomasior, orwostna cumculu 
ana names end addresses ot two referees as soon as 

log date for receipt ot applications la 2nd November, 

PRIMARY EDUCATION 

DEPUTY HEADSHIPS 


T_i JWNWG C0UKTY PRMARY SCHOOL 

™n, TWynhg, TtaAMhury, GKM.GL206DF. 

TW:Tewftabofv 293577. 


DEPUTY HEAD TEACHER 


t&i -Bs ssssazsxBr" 

by tetter to Bw Head Teacher, enclosing lui c.v. and 18p 

WOSWCXMCOUtflYP 

DEPUTY HEAD 

OUAUFIED TEACHER 
MAIN SCALE 


■ mi nine ar iwa 

f ■ 8 ■ A . E . plaaaa . 

(167681 133440 


HUMBERSIDE 

MATHEMATICS TEACHER 
Main Scale 

£fS. u J rod « f °,^ January 198B at 
South Haldernesa School. 
Praaton, Hull HY1B BUZ. 

teach pupils across tha 


ability and ag. ranee ll- 16 
A level la available to a 


uuaiifiad candidate 
and contribution towards 
some aspects of tha organisa- 
tion or courses within the de- 
partmont will be axpactad. 

Application rorma and 
further dotalls from: The 


Headteacher (SAE please). 
Clonlnu Dale: 2.11.87. 


Humbaralda County Coun- 
cil - working towards Equal 


3 K Yj.Biii... 


la Baual 
133440 


KENT 

THE SKINNERS' SCHOOL 


Tunbridge Walla 
(Voluntary. Aided Grammar 
School of 6B0 boy si 180 In 
Sixth Form) 

Required Tor January 19BBi a 
Graduate to teach 

MATHEMATICS throughout 
ilia School to 'A* lavel, 
whore assistance with either 
MeclionlcN or Statistics would 
ba welcome. An Interest In 
School activities will be a re- 
commendation. 

Apply by latter to the 


naming 

(10989) 


two referees. 


KNOWSLEY 

LSb'Srl 8 HBy ’ Mer “®»-yolc)e 
Lift.® P“ Blip on roll, 11-16. - 


|*S&t. T cT cheh 

(Main Scale) 

»»*«- from January 

SSh DU,d No5S m K; 

in oiV,“Soi5S'," "Vfafa 


iqn2» U Jr?‘L from January 
mT-- 8 ■?.. ."J , . hor . Df Mathama- 

!l"h VchooT. "■ 1 * m, "“ 


NEWHAM 

nbwham BOROUOH op 
A 2th2ri a tl ODPOrtUn,tv 

LANODQN 8CHOOL 

Rt 3 “d , London B 6 2 PB 
Kaye T " aeherl Mrs. P.A. 
Number on roll: 1,600 

b I mT^.-5 <a - Ticb teacher 

Required as soon as posaibla 
mathnin teacher of 

Soii h ia ’ ,B r *«iulred to 
J*rge successful de- 
thl ® wall equlp- 
uhnni*-*^ wall organised 
SSj*P®!. O" extensive site, 
ucoeesful candidate will 
h «V the ability to 
thB ranea of bob 
fnd ability and ba praparsd 
full part In depart- 
mental planning . 

London Allowance £1,2 35. 
paA?a P u!2?i IOn (a.i“ a P ” a 'S£Sor 
Teacher* t thQ Hoad 

form. completed 

a* 1011 * 1 * be returned by 
3rd November 19B7. 

_ Director of Education 
P«leaa. 379/3^8ji 


w. mm* atr '" or &,$ii 


NOTTINGHAMSHIRE 

COUNTY COUNCIL 
HBNRYMELLISH 
COMPREHENSIVE SCHOOL 
JJ'BhJJury Vela, Uulwall, 
Nottingham xas sds 
M ixed: 709 i.‘ • 16) 
MATHEM.'. i .1.4- Main Scale 


n _ • « ■■ • - • main bcbib 
arfJJ,VITP d . s on as possible, a 
specialist * -i-i.hB*' able to teach 


across the fu>l ace and ability 
range with Si nd Jed Interest |£ 


mum* he r Nt,aaa ■ AprtlUnS 
must be cunvarannt with, and 
sympathetic lowarda. ' “hS 
?-“. p - 1 1-16 acliema. Some 


8ot " nc " teaching 
will also be raquired. 


HAYWOOD 

COMPREHENSIVE SCHOOL 

SsltKffiiSllbSViP*"- 


Mixed: 785(11-16) 
MATHEMATICS - (Main Scala) 
Raquired aa aoon aa possible, 
♦ n i? a "Jbalaatlo teacher to 


throughout Investlga- 
t Ion a 1 and open-ended 


epproachea in a progressiva 
AWII?!! Department. 

APiiitS?- 10 8,1 *«■» and 

abilities, Including G.C.S.B. 
Mathematics and Statistics 
essential. Part-time candl- 
d T? 111 »»o be cansldared. 

■ QPP l t , 1 0 *J lon forma end rurth. 
ar dataila for the above 8 posts 
i SV‘*W <*■*%?•> from the 
i , »- H-T 8ac , hor Bt tllB “PProprl- 

Btfl OChOOl . 


An Equal Opportunity Em- 
ployer. (16782) 133440 


O.9.D. Educational Recruit- 

MM=™aTO u 3Adisaa! 

TICS A COMPUTING: 8ee 
general display ad. under In- 
Education. 
(16582) 133440 


NEWHAM 


LONDON BOROUOH OP 
NEWHAM 

An Equal Opportunity 


SURREY 

EDUCATION COMMITTEE 
8ALBSIAN BCHOOL 
Guildford Road, Chnrtasy 


Authority 
ROKEBY SCHOOL 
Pltchford Straat. London B19 
4RZ 

Number on roll! TBO (Boys) 
Head Teacher! Mr. G. B. 
Matthewaon 

MATHEMATICS TEACHER 
Required! JANUARY 1988. 

A qualified mathamatloa 
taaohar to teach to O.C.S.E. 
level to Join a successful and 
stable department, currently 


KT16 9LU 

19-18 R.C. (V.A.) mixed 


comprehensive NOR 90Q 
Main Scale post £7,399 - 
£13,999 (formerly Scale 1 and 
9) 

Required for January 1988 - In 
tha first lnatance for one term - 
a teachar or MATHEMATICS 
to cover a parted of maternity 
leave to teach to OCSE. 


Application forme and furth- 
er detalla from the Headmas- 
ter, Tali Charteay 632JI3 . 


lotlnp Graded Assessment In 
nthematics (O.A.I.M.). 
London Allowance £1,219 


133440 


plua Social Priority Allo- 
wance. 

Application forma/further 
particulars (a.a.a. pleasai 
available from tha Head 
Teacher to whom completed 
forma should ba returned by 


forma should ba returned by 
30th October, 1887. . 

DIRECTOR OF EDUCA- 
TION, Education ^Offices, 
379/383 High Street, Stratford 
BIB 4RD. (90346) 133440 


Modem Languages 


i 






SECONDARY 

MAIN SCALE + TEMP ‘B’ ALLOWANCE 

LONSSDJUCOUEO^ W»q, »*(H, Wcto. (IK„ 


MOOKVALE HIGH SCHOOL, Rttby Ro^, Qroby, La(cm1h. ( 1H4J. 

'“"da E "*" n ' 

Tatephoito (0631) 877681, 






PB— RsqJ 

DeparbnenL 


thrlWngPE 


MAIN SCALE 


PHYSiCS/DOUBLE SCIENCE — Required January 1888. 

BOYS' FB — Ruqiired January 1 9BB. 

j£[SJ n*® 1 SCtt00i - C«ff«l Avtnw, Unlock, Ute*. fil-14). 


UATHEMATICS — 


wnga. Abity to teach Com pu tor 


Km WCHARS HI SCHOOL, Blumm RoM , L,lc uttr. (1 1-16) 
BeSDML S'SPSCUL HEED — RoqUrdd Jentiaty ,968, 

Trimary " — 

DEPUTY HEADSHIP 

^Nbmbeb: 


MAIN SCALE 


AwxrvnilRwriJtonxjdeniedwsbo^ 


*fwntege. IMs Is a Sadonllpost 


NATBY PfNMARV 8CH00L Ratby, Laleiiter NOR SIS 


'whwefjunlfir8.A 

pretonedbutlsnol 


SPECIAL SCHOOL 

HEADSHIP 




we resource to the 

nandtheWamfiesu 


r« 

bi 





TIIE TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


®aSoua^ modb[rn 

font liiuad 

Main Seals lnceirtWa 

!" ' 

BROMI^Y ^^o**k*L potl 

57l P« rr y 

, .3 Bnuri I . Kent UR 7 

'iSfifBoMI* TO. Compr*hnn»[v« 

for January ls*B- 
An D»D"rlBH«-ed gradual* 
teach or to bn socond In Lan« 
ousdob Faculty, 

Tlie mccoBafuI applicant will 
bo required to teach French up 
to A and S/S level, German to 
GCSE- Special responsibilities 
will Include the ornenlention 
nf visile to France, the de- 
velopment or courses for the 
least able end organisation or 
the faculty's resources. 

Detella/apn Meat Ion lorm* 

from/and returnable to the 
Head Teacher (lerno s.e.e.) by 

30th Octobor I 987. 

IB0445) 


ctn" 1 ! 







IFS I UinilD-IIUH 1 1 V u 
roll 7 45I 


V 

l.'l 

M ' 

'•! ' 


>'i- i : 


133036 


DUDLEY 

METROPOLITAN 

BOROUOH 

Equal Opportunities 
Employer 

THE GRANGE SCHOOL 
Orange Lana. Stourbridge. 

West Midlands DVB 7HS 
(11-1 A Ca<Bd.comp. Group 

Required January 1889 
lor Ena tor) oaperlenrad 
TEACHER or FRENCH and 
SPANISH or OERMAN to 
taacli both subjects to OCBB 
level and to be HEAD OF 
MODERN LANGUAGES in 
aiiccasarul, progreaalvo dn- 

R artment (Main Scale + 
ato 'B* nllowanca). 

Further details and ap- 
plication forma from and 
roturnnble to Headtoaoher 
by 6th November. 

(83870) 13363A 


WALSALL 
METROPOLITAN 
BOHOUOH COUNCIL 

HEAD OF MODERN 
LANGUAGES 

Mein Scale plus allowance 
rates 

Required January, 1888. 
a lively and enthusiastic 
teacher to lead a supportive 
department In title 11-18 
multf-culturel mixed oom- 
prohenilva school, airman 
and Franah ere taught from 
yeer 1 and Urdu and Punjabi 
are offered to pupils from 

K oer 4. Candidates should 
e able to leach German to 
■A* level nnd French to 
OCBB. There la e commit- 
ment to oommunlcetive lan- 
akisae teach l nq using 

Graded Objective leading to 
a OCB8 made 3. 

Application form and 


gueae teach I no using 

Graded ObJeotlve leading to 
a OCRS mode 3. 

Application farm and 
further date Ha available on 


request of an S.A.E. from 
the Heedteaclier. Joseph 

a;,. wSr.efiV'KS) 

West, Weleell, West Mld- 


Cloalnadetai 4 th Novem- 
ber, 1987. 

Weleell tm an Equal 
op^tumty E« te . 


Main Seals 


GLOUCESTERSHIRE 
Please see display advertise- 

S ent on Page 61 , 

B178) 133640 


Itruiiln-il Jiiimiirv I , »8» 

T I'ALIIt It t»f . <»ERMAN/ 

fllhNCTII anil HIIIVI 
rUTOR. Mnln Srule. 

AiipIRnl lull for ill* ullfl 

illitalls iiblillnabU' frntn the 
II rail nt Uic school , H.n.e. 
IllBHVI. 


CAMBRIDGESHIRE 
COUNTV COUNCIL 
(AN EQUAL OPPORTUNITY 
EMPLOYERI 
SIR HARRYEM1TH 
COMMUNITY COLLEGE 
Eestrea Road. Whlttloeey . 
Peterborough PET IXB 
Tel: Peterborouali 203891 
(Principal: Mr. N. Edison- 
□ llesi 

(11-16 Mixed Compra he nalvm 
Group lO 

TEACHER (MAIN 
PROFESSIONAL GRADE) 

To bo responsible for Gorman 
within the Deportment or Lan- 
guages. Ability to ofTar some 
French would be en advantage. 
The department is a lively and 
thriving ons and cetera for a 
range of students with differ- 
ing abilities In Lnnguage tom- 

P ° Purser details ere available 
from tho Principal at the above 
address cs.a.a.). 

Letters of application to be 
returned to the College aa soon 
as possible ■( 16958) 153640 


CROYDON 

LONDON BOROUGH OF 
CROYDON 

EDUCATION COMMITTEE 

ST. JOSEPH'S COLLEGE 
R.C. 

Beulah Hill, Upper 
Norwood SE18 3HL 

Tel: 01-761 14BA/7 

RC Voluntary Aided 
School 

1060 boys: 11-18: 160 
Sixth Farm 

Conducted by tho Do La 
Sallo Brothers 

Teacher for Modern 
Languages able to offer 
French St airmen to at 
least GCSE, end prefer- 
ably to 'A' level. 

Salary: Mela Grade. 

Tenable: January let 

1887. 

Further information end 
application form from the 
Headmaeter. returnable to 
him ea soon ax possible. 
(16B00) 183640 


DORSET 

HARDYB'S SCHOOL 

,M5. D J,V! D u B p P .r 

School. N.O.h. 690 with 130 
in Sixth Form) 

Required April 1888, or ear- 
lier IT possible, Teacher 
(Main Scale) to work within 
the Modern Languages Da- 

E artmant, ocsb (MEG), ’A 1 
oval, and Credits Courses 
ere taught In Vrenah and Ger- 
man! nnd a specialism In 
French with the ability to 
teach to 'A' Level would be 
especially helpful. 

Application forms end 
further details available from 
the headmaeter to be re- 
turned aa soon aa posalble. 
(80447) 133640 


5 DUDLEY 

METROPOLITAN 

DoiiniiuH 

liuiiul Opportunities 
Em ploy nr 


CARLS moil SCHOOL 
Furnace Lane, Halesowen, 

West Midlands BfiS SHL 

(11-16 cn-od. comp. 

Group 10) 

Required January, 1988 
TEACHER of GERMAN 
end FRENCH (Main Scale) 
to Join sn excellent. In- 
novative Modern Lan- 
guages Department. GCSE 
work in Lower School 
clanBoe available. Now En- 
trant n welcome. Job 
aliarlng/Part-tlme work 
would be negotiable. 

DateilB/AppIlcatlon 
forme from and returnable 
to Headtearher (Tel: 021- 
550 1001) by 6th Novem- 
ber. €22978) 133640 


ES8EX 

LAINDON SCHOOL 

High Road. Laindon. Basildon 

SB 15 ADD 

Tel: Basildon 45871 

(Roll I 000) 

TEACHER OF FRENCH - 
MAIN SCALE „ 

Required January 1888 for 
two terms. 

To undertake particular 
duties in the French Depart- 
ment. 

Good possibility of perma- 
nent post In South West 
Essex- 

Letters plus c.v. and names 
□f two referees to Headmas- 
ter (foolscap B.O.B.). 

ST. MARTIN'S SCHOOL 
Hanging Hill Lane, Hutton, 
Brentwood CM13 2HO 
Tel: Brentwood 227650 


HISKTFOIIDSHIKB 

fJIJEFNH SCHOOL 
AlUflllliam Hniiil. II in Huy. 

Wolford 

All ability, 1300 mixed, 
with e large 6th form 

Required January, 

Toother for FRENCH and 
GERMAN. A level work Is 
available far a suitable 
candidate. 

Main Scale + London 
fringe allowance £309. 

Apply by letter to Head, 
master with names and 
addresses of two referees. 
(16797) 133640 


LONDON 8W1 

GREY COAT HOSPITAL 
Greycoat Piece, Westminster 
Valin tery- Aided Church of 
England Split-Site 
Comprehensive School (900 
girls 1 1-18 yearn). 

Required for January, 1988. A 
full-time teacher of French to 
Join a lively end experienced 
modern languages team. 

The post at present Includes 
Lower School responsibilities 
and the running or the French 
Exchange. Thie la an opportun- 
ity for two terms in the first 
Instance, to cover maternity 
leave. 

Apply by letter to the Acting 
Headteecher enclosing curricu- 
lum vitae and sddreaaaa of two 
raferaas. t 1 6701 ) 133640 


{Roll 1056) 

TEACHER OF GERMAN - 
MAIN SCALE T London 


Fringe Allowance £309 
Required January 1888. 

To cover Maternity Loavs 
during Spring Term. Ability 
to teach to 'A' level an 
advantage. 

Letters of application to 
Headmaster with curriculum 
vitas, names and addresses of 
two raferaas. S.A.E. please. 
(16772) 133640 


GUERNSEY 

STATES EDUCATION 

COUNCIL 

ST. SAMPSON'S 

SECONDARY SCHOOL 

SCALE I TEACHER OF 

FRENCH 

Required with of foot from 1st 
January, 1988, a Scale I 
teacher of French. Salary: Bur- 
nham plus £111.00 par month 
(under review). 

Please telephone for ap- 
plication forms and further 
detsila from the Director of 
Education, Education Depart- 
ment, P.O. Dox 32, La Couper- 
derlB, St. Peter Port, Ouern- 


uvrioj at. rotor rwi ti uuaru- 

say (Tell 0481 7108211, to 
whom completed forms should 
be returned by Thursday, 98th 
October, 1837. 

135640 


HERTFORDSHIRE 

££&& a l roaretdane 


MID GLAMORGAN 

COUNTY COUNCIL 
EDUCATION DEPARTMENT 
CASUAL SUPPLY TEACHERS 
- MODERN LANGUAGES 
Applications are Invited rrom 
teachers qualified to teach 
FRENCH, GERMAN and 
SPANISH for oaeual and short 
term supply eailgnmenta which 
become available from time to 
time in tha Authority's com- 
prehensive achaola. Main 
Scale. 

Application forma obtain- 
able on receipt of a stamped, 
addressed, foolsonp envelope 
from the Director cf Educa- 
tion, Mid Glamor pan County 
Hall, Cathaya Park. Cardiff 
CPI 5NP. Tail Cardiff (0222) 
820232. 

AN EQUAL OPPORTUNI- 
TIES EMPLOYER. 

E. ROBERTS, DIRECTOR 
OF EDUCATION. 

(16606) 133640 


NEWHAM 

LONDON BOROUGH OF 
NEWHAM 

An Equal Opportunity 
Authority 

WOODSIDH COMMUNITY 
SCHOOL 

Waodaide Road, Plalatow, 
London El 3 8RX 
Number on roll] 800 
TEACHER OF GERMAN/ 
FRENCH 

Required: JANUARY OR AS 
SOON AS POSSIBLE. 

A committed teacher of Lan- 
guagea (German and Franah) Ig 
required to Join the enthusias- 
tic team working In this mixed, 
Inner urban community com 
- — ■ “II pill 


Parsonage Lane, Bishop's 

BrrflMi m Sbbd 

am alga matlon/ao-eduostlon 
pending) 

Lively Department seeks 
graduate teauhor of FRENCH 
AND GERMAN up to A-level In 
September with commitment 


rchenslva school 
_ both languages 
5 years, As part of n 
Awareness* course 
courses in 


HHKI 


to active learning styles, fore- 
ign visits and exchanges. 

New departmental accom- 


modation anticipated shortly. 

Tbs County operates an 
attractive (naantlve scheme. 

Further details of tha post 
and method of application 
from the Head at the school to 
whom application should ha 
made AS SOON AS POSSIBLE. 
(16752) 153640 



TEACHER OF MUSIC - B' 
Allowance . 

JOHN KELLY BOYS' HIGH SCHOOL, 
Crest Road, London NW2 7SN. Tel: 
01-452 8700/6118 (Roll 300) Social 
Priority Allowance £201 - £276 

Required as soon as possible - 1 
FuiJ-tlme TEACHER responsible for MUSIC In this 
designated four form entry Boys - School. It (s desir- 
able that the person appointed has had successful 
experience in a school serving a muitf-ethnlccom- 


A ’B' Allowance Is available for a suitably 

S d musician and teacher. There are currently 
teachers of Woodwind, guitar and brass 


Instruments provided by the Borough's Instrumen- 
tal Teaching Service, There Is real scope for expan- 
sion of ctlFs subject In the school. 

John Kefty Boys’ School Is eager to recapture Its 
musical glories of the past ItlsIooWng for a teacher 
to build on the good work of the previous pos thoi- 
1 der who has done much to regenerate the depart- 
ment. The support and fadlines are readily avail- 
able and the school Is seeking a lively and imagina- 
tive teacheryrith experience and vision to develop 
the work that nag Already been done. 


QUALIFIED TEACHERS ARE INVITED TO 
APPLY FOR THESE POSTS. 

UNLESS OTHERWISE STATED APPLICA- . 
TION FORMS ISAE| ARE OBTAINABLE BY 
CONTACTING THE HEAD TEACHER. 
RETURNABLE BY 6th NOVEMBER 1987. 
Brent Is fundnrrtsn tally committed to multi- 
cultural education. 

. Brent Is an equal opportunity employer. 
Applications are welcome from candidates 
Irrespective of race, nationality, ethnic or 
national origins, age, marital status, gen- 
der. lesbians and gay men and from dis- 
abled persons. 

London Weighting of £1215 per annum Is 
made. 

BRENT IS AN EQUAL OPPORTUNITY 
EMPLOYER 


To; The Schooi/Offlce. 


SURREY 

EDUCATION COMMITTEE 
TOMLINSCOTE SCHOOL 
Alphlnqion Avenue, Frlmlay 
GUI 6 SLY 

12-18 m Ixod comprehensive 
Non 1 156 (incl ISO In 6 th 

Malri Bcalo Post £7 ,598 - 
£13.239 (formerly Scale 1 and 
2 ) 

Required from January 1988 a 
modern linguist to tsacn 
FRENCH and GERMAN (Pre- 
ferably one subject to ‘A 
level). . , .. 

Application forms and furth- 
er details from the Head- 
teacher. Tol: Camherlsy 

HB76B. (16747) 153640 

BEXLEY 

LONDON BOROUGH 
BEXLEYHEATH SCHOOL 
Graham Road, Baxleyheath 
DA6 7 DA 
Tel: 01-303 5686 
Raqulred lor January 1988. a 
teacher of French. Thie is a 
temporary appointment to cov- 
er maternity leave. 

Contact the school for an 
application form and details. 
(16577) 153640 


The school serves an 'lnvjresdng mulrf-cuftural 
neighbourhood with feeder primary schools that 
provide a good music training, tind where e.g. 
string, recorder and wind Instruments anj taught 


by members of the Borough's peripatetic Injuu- 
mental team up to the end of the 4tn year Juniors, 
it Js possible for this teaching to continue with the . 
same teachers In John Kelly Boys' School.. - 
From this It will be seen that there fs a good basis 
from which to develop and there Is considerably , 
support from Brent’s Education Department Cen-‘ 
traljMusJc Service. 

Application farms together, wfth a covering letter 
should be returned within 7 days of receipt to the 
Headteacher. 


f am Interested In the post oF 


Please send me farther information 


Music 

Main Scale 


eouraea In both languages, 
taualtt in mixed ability opttoi 
iroupo. Foaalble future raodu 
er course (in several languages 
at baaia level) planned, for 
four th/firth yearn, 'A* leva! 
work undertaken within aon- 

LONDON ALLOWANCE 

f»lua ' Social Priority Alla- 

W *AppitoatIon forma/further 
partlgulara (a. a. a. plena*) 
available from tho Heed 
Teacher to whom completed 
forma should be returned by 
SOth October 1887. 

DIRECTOR OF EDUCA- 
TION, Education Of rices. 
378/385 High Street, Stratford 
E13 4RD. (20345) 133640 


NEWHAM 

LONDON BOROUGH OF 
NEWHAM 

An Equal Opportunity 
Authority 

FOREST GATE COMMUNITY 
SCHOOL 

Forest Street, London B7 OHR 
Head Teacher Mra, A. 

Rowland 

Number an roll: 820 

5^ H a E n ROPFRBNCHAND 

Required January 18BB. A 
teacher of French end Oermnn 
to Join a lively department, to 
f«“£ h •* •varyasa level. An 
Intareat in alxth form toaaltlnu 
In French would be an advan- 
tage ac would a willingness to 
taka responsibility . for 
German. 

London Allowance £1.215 
Plua Social Priority Allo- 
wance. 

Application forma/further 
particulars (a.a.e. pleaaa) 
available from Tho- Hoad 
Teaoher to whom completed 
' ho returned by 

■, 50th October 198 7. 
n-? ,r 2P tor education. 

Education Offices, 379/3 b 4 
P'ltf* Street. . etratrord El 8 
4RD. (19081) . . 133640 


Peripatetic Posts 


WARWICKSHIRE 


PERIPATETIC MUSIC 
TEACHER 

Required for January 
1B88, ir passible, a run- 
time woodwind teacher, 
preferably clarinetist, to 
teach flute and clarinet In 
achoola. Initially In tha 
Northern Area of the 
County. 

Application form avail- 
able from the County 
Bducetlon Officer (ref: 
SCH/JT). 22 Northgate 
Street, Warwick CV34 
48R, returnable by 6th 
Novembar. 

Warwickshire la en 
equal opportunities em- 
ployer. (20327) 133848 


WEST SUSSEX 
TEMPORARY PERIPATETIC 
INSTRUMENTAL TEAC.TER 
(VIOLIN/VIOLA) 

CRAWLEY AREA 
Salary: Main Scale, plus 
London Fringe Allowance 
Required rrom 18 Jamiarv 
1988 until the end or Ma» 
1988. e full-time teacher or 
violin end viola to teach in ■ 
number of achoola in thl 
North East area of th? 


County. 

Applicants must be auai. 
(flea teachers and hold a Cer- 


tificate of Education recoa! 
nlaed by the Department of 
Education and Science. 

Appropriate car user alio, 
wenoe will be paid. 

Application farm and 
further de telle available rrom 
the Director of Education. 
Personnel Sect on, Cauntv 
Hell. West Street’ Chiehu? 
ter. West Buaaax POIB lRp 
(a.a.e. please) or by telo- 
vfBOr on 

1987?*( l SS992> 0: 9 NO r5S&£ 


BARNET 

(LONON BOROUGH) 

FRIERN BARNET COUNTY 
SCHOOL 

Hemlngton Avenue, Friern 
Barnet, London Nil 3LS 
Tel: 01-368 2777 
Mixed Comprehensive. Roll 
996 11-16. 4-form entry 
Required January 1888, Part- 
time Teaoher af MUSIC. 2. 
Preference will be given to 
those applicants available on 
Thursday and Friday morning. 

Apply In writing to Heed 
Teacher with full c.v. and 
names of two rBferaaa. S.A.E. 

Director or Educational ser- 
vices. ( 1 9681) 133B40 


ESSEX 

PHILIP MORANT SCHOOL 
Oainaborauah Road, 

Rembrant Way, Colchester 
Tal: Colchester 43222 
(Roll 1135) 

MUSIC TEACHER - MAIN 
SCALE 

Required January 1888. 

A qualified teacher to Join 
active successful end well re- 
sourced department. 

Apply by letter to Head- 
master with c.v. 

(16770) 133840 


OXFORDSHIRE 

COUNTY COUNCIL 

PITZHARRY'S SCHOOL 
Northoourt Rood, 
Abingdon 0X14 INP 

Required for . 

1988. a well-quel Ifi »u 
teaoher of Muala able to 
teach throughout the firat 
three, veere. of. thie mixed 
comprehensive School end 
to take some of tha 
O.C.S.B. work. The per- 
son appointed will be ex- 
pected to teach a second 
subject for approximately 
one third or the timetable. 

Further details and ap- 

J 1 (cat ion forma available 
rom the Headtaaeher an 
receipt ar S.A.E. Fleece 
also Include a brief C.V. 
and namea of two re- 
ferees. 

_ An Equal Opportunity 
Employer. (20336) 133840 


Pastoral 

Main Scale Incentive B 


NEWHAM 

LONDON BOROUOH OF 
NEWHAM 

An Equal Opportunity 
Authority 

EABTLEA COMMUNITY 
SCHOOL 

Hilda Road, London E16 4NP 
Number on roll; 800 
Head Teacher: Mr. C. G. 
Holmes 

HEAD OF YEAR 
INCENTIVE ALLOWANCE 
■B' 

Raqulred JANUARY 1B88/AB 
SOON AS POSSIBLE. 

Required Initially to act aa 
Head of Poat 16r Students 
in thie mixed Community 
School whloh welcomes adult 
students Into its olaaaea. 

The Head of Year la re- 
sponsible for the pastoral 
and academic weiraro of all 
students within that last year 
Including llnlaon with parents 

“"loSBSK* °° ALLO WANCE 
£1.215 plua Bocal Priority/ 
Schools Allowance. 

Application forma/further 
particulars (a.a.e. pleaaa) 
available from The Director 
of Education to whom com- 
pleted forma should be re- 
turned by 3rd November 

1 Education Offices, *2*^252 
High Street, Stratford E13 
4 BUD, (19082) 134086 


Physical Education 
Main Scale Incentive B 

BUCKINGHAMSHIRE 
MILTON KEYNES . 
OUSEDALE SCHOOL „ 
The Orove. Newport PagnelL 
Duokn. MK16 OBJ . „ , , 
(Headteacher: Mr M, Colt) 
P.E. TEACHER -RATE B 
Raqulred Tor Heater 193B ■ 
well qualified and eitparlaneto 
teacher able to contribute :o 
the leadership of Olrli PB ana 
Games end willing to Jola ■ 
department of elx men ano 
women who work aa one teajn 
with tome Joint boya end gin* 
physical education. An Inter®?* 
In dance would be an advan- 
tage. The achool haa 
Hall, Oymnaslum, 

Courts and reasonably 

Br In approved cases, the Counj 
ty Council orfera e aubat an_«« 
housing end relocation pw* 
nge. There la a wide rang* 01 
housing to buy In the nret. 

Application form and furj" 
or detella available from "J® 
Headteacher on receipt o* * 1 ; 

CJfl«p - n , . B «Wolar ,W ****** 


Lancashire 


County Council 


ROME 

8t. Gobroe'e English School 
■oaks . Modarn Lapguagos 
teacher ■ bleeae see Overaeae 
Section. (16563) 133640 


WEST SUSSEX 

EDUCATION DEPARTMENT 
MODERN LINOUI8T 
ST. WILFRED'S R.C. (AIDED 
SENIOR COMPREHB 
SCHOOL 1 - 

Crawley 


An Equal Opportunities Employer welcoming, 
applications from all sections of the community* 


The closing date for the following is 5th November, 1987. 

a llcatlon forms/hirther details available from the Headteacher at «* 
x&. (SAE please). 

COUNTY SECONDARY SCHOOLS 


. _ N2)rne: __ 

:• *' • + 


Malkin Scale 
red for 1 Jo 


WALTON-LE-DALE BROWNEDGE ST MAHY'8 RC HIGH 

(special Agreement) 

Station Road, Samber Bridge (780 on Roll) 
lat May, 1988 ’ 

HEADTEACHER - Group 10 - Candldatea should I m 
practising and committed Catholics who have the CBtnone 
Teachera Religious Teaching Certificate 


Application form' and jfurth 
datatla Crop: tha Headmaa 
r, St. Wiifred'a R.C. (Aided 

3 I Or Cajnprahanelva Bchool 
Hofahain Rbadj Crawloy 
uuet wail apotfiji.e 
J. (2399,8) ,13364 


TIMES EDUCATIONAL SUPPLEMENT 23.10.87 

SECONDARY PHYSICAL HERTFORDSHI 

SpUCATION ar. mary'b hig 

‘"Lad (CHURCH OP EN 

[oiijinj”,. Cliurohcate. Che: 

HOBTHAMPTONSHIRE q roup D 1 0 

All ability achool 

jpHK! ISffllS&L ^MWoVn 1 

K-ttar.ng NN 1 5 SfiSK 

J TEACHER OF BC 

URAD OF PHYSICAL AL EDUCATIOP 

nnUCATIGN: Grnrio B - tlio school (Main 

April lflaa CJrntlu). Tho P.E 

from In nuccaaariil m a 

vhodsoartmont ombracoa nports uud tho r.ai 

« fall range of pliyalcul ylal liitornat will 

linuilon including u full land. Bnnm a«n 

Sma of outdoor pur- wlllTio 

EM There la one nyinim- chilly in on anpoci 

!l!ia and e playing fluid nnd **«■«■ 

jlTicliool has nil oxcullonl r,1 ° Author! I) 

Sfardin 0,1 a*»‘» n ** iiniiHrons racrui 

r**?™ livo Nclinnia, 

Appllrntloua u 

Tbs vacancy nrlana fruni ciilimi vitno anil i 

ih« r#fll*tratlan of tlui aur- i'? ro £°. 0 " *bo 1 

SStooit holder who la ulao Jim School ns noo 

weMraa of Glrla' I'E. l urllior Informa 

inH»rn» obtained by rini 

Further details nntl ni»- CSroae (00(12) 2 

nllcillon forma aro nvell- euliool hours. (16 

•bie from the achool oil — _ 

nedpt or a BAG. Closing 


North amp tonal: Iru wel- 

camu applications ragnrd- 
Maof marital alatua, sox, 
ncB and disability. 

(18738) 134236 


Main Scale 


BEXLEY 

LONDON BOROUGH 
BEXLEYHEATH SCHOOL 
Onhnm Road, Bealeyheath 
DAS 7DA 

7.1: 01 -503 5696 

Remind for January 19B8, a 
teacher or Olrls' Physical 
[iucallon. Main Beale. 

Contact tha achool for an 
iullcitlon form and further 
ditslls. 

EH1TH SCHOOL 

AnauaRoad, Eritli, Kent DAB 

Tm Dari ford 34823 1/6 
Boll 1600 (6th Form 200) 
ktabllshed 1867 - Dllatnral. 
Co-tdueatlonal 

Rigulred for January 1988, n 
Uuhir of Phyaical Eilurnllun 
(Olrli), Main Scale. The tln- 
Ptftmint (■ largo end woll- 
utaDllihod, supiiortinu u very 
mdi nnoa of ciirrh-ulor nnd 
■Miurrlcular activities with 
■ amoilvo cnminilinmit i<> 
Mnnilltiva snort at ell InvnU. 
Cualditna should state their 
iwBipadal Interesis. 
farther detelts nud applica- 

S!?i2J n, .* oht, UP ,lb,n from I lie 

juunuiter (Please nnulo.a 
IIM7ar 134840 


i BRADFORD 
f 9??„0 F ®R<\pPon d 

SujpfenAn.'g’o!^"' 

V® rU > ‘•luxe 

fcpipssii ,v°,rWu„'! 

jte lo i9a*. **•* ,ru "' , “ l 

Depart mnnl line the 
Hid Tonu l\n- 

■bB Ponf nt £° w ‘**« It* HWIIII- 

Sjob..?,?!' ""»» olid 

« 1 1 niVu. *2 . Jr J 1 0 r nlan 

ftri¥ar°JK?°.? r f •fll Itlea . 

fiERJS , i | a ami an hii- 


ojp. Wisbech. 
85237 

Mr J.H, Plorcy, 


•nr ip wiinm*;^" pu ,d ni)4 
thauid h? m fil 01 P I » I ed rurma 

8r«Sfo?5*i« ' » 1 * * 8 7/TES . 
•'WUi* «nual uiipnr- 

W*l»»nn^K5!? vor . Ml| d woi- 
J»ki of aaSVi?5“ ,rom “anill- 
‘ ,, ihl|i y“ n F »■•=•■ sex, age nr 

^■Igbaai'i 1 "** ot Vj 4 V :g 

^MBROKJESHIRK 

feaa"' ir 
SSWRlAur Wl * h “ h - 
E™s»Vh™. 

I iWlE:: ISM:: 

»Sf*d«Inai *JiRS r ^*.. c ®mplax 
JS2. °Vmnaa?f °r tg . HbU 
*Nned5. 4,, “ * nd extensive 

! tSSS'Ss, /latff *9 A f urth - 

iW^vembar. b “ rnturn<,d 

•! 134240 


mS . ri- -“cation en: 

S&fflSOLv-S“.nB" M ° 

currieulua 


■rftfSSEara 


ratee a 

■fS:?* 


:rool 

layafdg 




HERTFORDSHIRE 

BT. MARY'S HIGH SCRnnr 
(CHURCH OF ENGLAND) L 
ENB r 8ED ,te ’ Ch ” h “nt.H , erta. 

GROUP 10 

All ability school 870 pupils 

rrlnue allowance payable ” 
nuquirod for January 19 rr n 
TEACHER OF BOYfl- PHYSIC- 
AL EDUCATION thrauolmSt 
t j»o school (Main Professional 
Urudii). The P.E, Department 
Im succaseriii in a wide range of 
nuni'tfMiiid tha candidatD'aspe- 
yl* 11 , internal will be fully util l- 
(Hfltl. Bnnm oanaral subjects 
tmetal.io will bo usoful, espe- 
edd'v in an anpeci of Mathama- 

riio Authority operates a 

ti&2&jsr nAmmn ,noon - 

Apulhmtlous with rull curri- 
culum vitno nntl details of two 
to tho Headmaster st 
Jim Bclioul ns noon as possible. 
I-urihor Information may be 
obtainod by rlnahin Waltham 
C.rons (00112) 29194 during 

school hours. (16760) 134240 

HERTFORDSHIRE 

111(1 IIPIELD SCHOOL 
■i'Hhfleld . Letchworth, Herts. 
nUO JQA 

llfliul; Mr P.M. Jackson 
Co- educational 11-18 years 
(Group 10) 

Rnqiiirori from 9th November 
to firing hair term (1 2th Fabru- 
“Hf .lflB8) TEMPORARY 
TEACHER OF BOYS' PHYSIC- 
AL EDUCATION. 

Thie la a part time (0.5) 
appointment and will Involve 
tlie normal range of P.E./ 
Games teaching during the abs- 
ence of the permanent poat 
holder. The aucceaaful appli- 
cant will Join a teem or experi- 
enced and enthusiastic col- 
leagues in providing e full 
programme or P.B./Oamea 
across the age ranges 11-16 
years. 

Letter of application with 
c.v. and naming two referees 
to the Headmaster (Tel: 0462 
6856611.(16742) 134240 


HERTFORDSHIRE 
IIIOHFlELn SCHOOL 
Hlnhrielri, Letchworth, Herts. 
RGB 30 A 

II nail: Mr P.M. Jackson 
Cu-oducntloual 1 1-18 years 
Groin. 10 

Required from lath January 
1988 fur tlie Spring Term and 
iiiiinI (perhaps all) of the Bum- 
mer Term 1BBB. 

TEMPORARY FULL TIME 
TEACHER OF OinLS 
PIIYKICAI. EDUCATION 

(Main HcBln) tu offer tha uor- 
nml range of P.E. /Games 
teaching (including Danca) 
during tlie maternity abaonco 
uf the post holder. Tho nblllty 
tu ufrnr some Science and/or 
Hualtli Education would be an 
advantage. 

Letter nf application with 
c.v. naming two refereea to tlio 
Headteacher (Tali 0469/ 


6B5661 ). (16743) 


KENT 

COUNTY COUNCIL 

|ip«o^ T oT r 

Derwent Way. Kaliiliam MBS 
0I1X 


Mnln ornde full lime perma- 
nent post . It rq nil-nil for Janu- 
ary ( ilflB tu tench I'hysleal 
Eil met l un and Games tliroiipli- 


Eiliu-atlun and Games through- 
out the arltiiDl. The animal la 
■Hunted un nn atiractlve alto 
with excellent facilities Includ- 
ing Gymnasium and Spurts 
Hall. . 


Application liy latter to tlio 
Ilenilmlstress, Mra Niiapa, aiv- 

i'.'f.rrtfSlY,*" c iLS!o 


NEWHAM 

LONDON BOROUGH OP 
NEWHAM 

An Equal Opportunity 

Author 1 ly 

CUMBERLAND BCHOOL 
Number on roll: 800 
Head Teacher: D. C. 

TEMPORARY TEACHER OF 
GIRLS' PHYSICAL 

R°qid d 1 : 0 JA NUARV 1888. 

A suitably qualified taachar 
(a toughl for the poat at this 
■plit-alta comprohenaiva 

school. Tharo oro axcollant 
facilities for P-K. and Oamea. 

‘"■ealjS'of, '"“alE-owance 

£1.913 plua Social Priority 

Allowance. _ „ 

Application forms/rurthar 
particulars _ (a.a.e. pif***’ 

available rrom The Head 
Teacher to whom complotaa 
rorma should be returned by 
3rd November J®® 7 - 
DIRECTOR OF 


REDBRIDGE 
LONDON BOROUGH OF 
REDBRIDGE 

ILFORD COUNTY HIGH 
SCHOOL 
Fremantle Road. 

Barking aide. II {•*■•• 

106 2JB 

Tel: 650 2581 

Headteacher: Mr J.D. 

Moore. M.A. 

Required January 
or aa soon pomI 9>« 
thereafter. T ?ff5 , ’ r ,w li ?„ 
Physical Education. (Main 
Scale) for thla Boye 
tlve school. Thie could be 
either ■ permanent po* t 
ror a suitably qualified ap- 
plicant or ■ temporary 


ror a suitably quail nan ap- 
plicant or ■ temporary 
appointment. 

The school ottjtrs a hlBh 
standard . In 

semes with extensive pier- 
mg field, fltnega labora- 
tory and ewJmmlnB pool 
an aftg. 

.wifarsf!! 

are prepared to offer. 



From whom further detaiie 
and application forma are 
obtainable. 

Removal aod Taltwatloo 
expanse* ipb . to 


NEWHAM 

newham BOROUGH of 

Authority ° PPOr * Un * ty 

8CHOOL OATE COMMUNITV 
Forest Street, London E7 

Acting Head Teacher: A.P. 

Vellion 

"uybBr on roll: B10 
TBACHER OF GIRLS 
gnVB^CAL EDUCATION 
Required aa goon aa possible, 
ow •Ynamlo teacher or Girls 
Physical Education to teach 
«n an innovative department. 
Thore may be the reclllty to 
share this peat if re- 
quired. 

London. Allowance Et-,215 
Plus Socle! Priority Alio- 

wftncfla 

Application forms (s.e.e. 
please ) oval labia rrom The 
Head Teacher to whom com- 
pleted Term should be re- 
turned by 3rd November 

Dinotor or Education. 
Bduaatian Offices, 37B/3B3 
**lah Street, Stratford El 3 
4IID. (190801 134240 


NEWHAM 

LONDON BOROUOH OF 
NEWHAM 

An Equal Opportunity 
Authority 

CUMBERLAND BCHOOL 
Prlcne Regent Lane, London 
B13 BSO 

Number on roll: 800 
Head Teacher: D.C. Sweeting 
TEACHER OF BOYS' 
PHYSICAL EDUCATION 
Required January 1988. A 
suitably qualified teacher la 
sought ror the post at this 
aplU-slte_ comprehensive 
achool. There are excellent 
facilities for P.E. 6t Oomai, 
including a large Sports Hall. 

London Allowance £1,815 
glue Social Priority Allo- 
wance. 

Application forma/further 
particulars (a.a.e. ploaBB) 
available rrom the Head 
Teacher to whom completed 
forma should be returned by 
3rd November 19B7. 

Dlreetor of Education, 
Education orriaea, 378/383 
High Street, Stretford E1B 
4RD. (19083) 134240 


NORTH YORKSHIRE 

BARLEY HIGH SCHOOL 
York Road, Borlby, Selby, 
North Yorkshire Y08 7JP 
Tell Bulby 706161 
Required for January 1988 
Teacher with responsibility 
ror GIRLS' PE AND QAMEB. 
Good facilities including out- 
door heated pool. Extensive 
on-alte playing fields and 
proposed community aporta 
hall an site. Main acala. 

Application forma and 
further details (see please) 
Tram tha Headteacher et tho 
school to bo returned by 13 
Navambar 1987. 

(16729) 134240 


SOMERSET 

COUNTY COUNCIL 
COU HTPIBLDS'SCMOOL 

(11-16 mixed 
comprohenaiva, nor 730) 

EDUc’aTIONmViN SCALE 

For January or April 
1089 to teach throughout 
the achool. Candidates 
■hould state what subsidi- 
ary eubjecta they offer. 

Application farm, and 
(urtlior deinlfa (ano plonao) 
rrnmn tho llend at tho 
achool. Clnalng dote 2nd 
November. 

AN EQUAL OPPORTU- 
NITIES EMPLOYER. 

(20380) 134B40 


Religious Education 
Main Scale 


BARNET 

(LONDON BOROUOH) 

ST. MICHAEL'S R.C. 
GRAMMAR SCHOOL 
Nether Street, North Finchley, 
London N12 7NJ 
Tel: 01-446 2256 

-A^LP ,r J ,aa-rorm8ntr f- Roll 
60S Sixth Form 1 38 
Required January 1988, 
graduato teacher of RELI- 
GIOUS EDUCATION to teach 
aamo a.C.S.E. end A -Level 
olanses and general R.E. 
throughout the school. Prac- 
tising Roman Catholic essen- 
tial. 

Removal expansea and 
|a^aratlon allowances evall- 

Apply In writing to Heed 
Teaoher with full c.v. and 
names or two referees. S.A.E. 

Director of Educational Ser- 
vices. (19689) 134440 


MIDDLESEX 

CHRISTIAN EDUCATION 
MOVEMENT 
PROJECT DIRECTOR 
PERSONAL AND SOCIAL 
VALUES IN RE YEARS 4 AND 

CEM haa bean granted DBS 
funding for the above project 
and is seeking an experienced 
teacher to become Director 
rrom 1 January 1988, or ae 
soon aa posalble. for a period 
of three years, Details rrom 
CEM, Lancaster Houie, 
Borough Road, Isle worth, 
Middlesex TW7 SDU, 

Closing data for applica- 
tions: Friday 13 Navambar 
1987.(20453) 134440 


NORTHAMPTONSHIRE 

THOMAS BHCKET R.C. 

UPPER BCHOOL 
Backet Way. Northampton 
NN8 IHT 

Required far January 
1098: Teacher of Religious 
Education (Salary MPa) far 
OCSB groups across the age 
and ability range. The 
School has recently been 
remodelled through e long 
building programme, ana 
facilities are excellent. 

Thomas Backet School la 
a mixed comprehensive or 
910 pupils, 185 of whom 
are In the Sixth Form. 

Applications by tele- 

C ihone In the first Inatanaa 
□ tha Headmaster's Secret- 
ary. Tel: 0604-483211. 

Closing date i fortnight af- 
ter the appearance of this 
advertisement. 

(20974) 184440 


ST. HELENS 

METROPOLITAN BOROUGH 
OF BT, HELENS 
COMMUNITY EDUCATION 

Required et Cowley High 
School (11-18 years mixed 
comprehensive) Hard Lane, at. 
Helena WA10 6LR. , 

To teach R.E. with some 
Glrla' P.B./Oamea, To com - 
menoo in January. 1988 (or 
Beater, 1988 If an aarllar 
appointment is not possible). 

Application forme and Turth - 
or dote lie era available from 
tlio Head Teacher, to whom 
applications should be re- 
turned ea soon aa possible. 

p I oyorf (^ufo aa? P ° rlUn iS 4 4 T 0 




CORNWALL EDUCATION 
COMMITTEE 

There is a Removal Expenses Scheme for teachers faking 
up permanent appointments from outside the County. 

SECONDARY SCHOOLS 

Camborn School, Cranberry Road, 
Camborne. Cornwall. TR1 4 7PJ. • 

Group 12. kOR 1200. Sixth Form of 130. 

Deputy Hdadteaeher 
A thoroughly experienced teacher who is committed to 
comprehensive ideals is required for the above post. 
Whim it will be important to share overall responsibility 
within the school with other senior colleagues this post 
has primarily been involved wijh curriculum 
development and the construction of the timetable. 
Camborne School has been committed to much 
curriculum development over the past few years, 
including TVEI and has recently received the national 
Schools^Curriculum Award. . , 

Candidates should be fully aware of national curriculum 
and management issues. 

Application forms/further details are available from the 

Headteacher on receipt of SAE. 

Llskeard School/ Luxsfowe, Liskeard, 

Group!'! . *NO R 3 fl 50. Sixth Form of 130, ■ 

Head of Geography t Main Scale + Allowance B 
Required for January or April 1988 an experienced and 

^pncafon^orms/^rtherdelollsaroavallablofromlhe 

Headteacher on receipt of^SAc. • 

Richard Lander School, Tresawls Road, 


OWOKTUNiTIES IN DERBYSHIRE 
AppiiMtJor. 1010 ^. TEACHING POSTS 

HsaduntaitfhcrSfctE^-.,.^, 

Wise itaisd. ” ,w >SSSf2!W ,6,Wl kHo-rting leithiMpoiiifiomihs 

wm«HwinUxir 1W1 unluiclW- 

PR)N»«^ 

NURSERY TEACHER 
Main Seals 

INW NT TEACHER «««„» 

Male Scar*. IWilh an Intarertln Maihsftcfsncf J 

^SraS' IStta ” 1 ' Slr "' Wl ' 

INFANT TEACHER amnm 

MainS Mls. [Hemstochool liaison leach tr foi Mghtlnoals WanI an i Junto, SeAaAj 
Nfghllngala Infinw SctioA Am bar Sira si. Darby, DEJHT (Dsfby 48350 0-7, NOD 
SUPPORT TEACHER Htf/II/HP 

+ i5 Sr ?"'J l,,: 7 2" ■‘ 4 jp 0 't teacher lor ihsipadalsducsVon itieport team. 

SSStSSra^ 

PRIMARVTEACHEA NDH77/P 

M a In S da (M) (To dsvslap Convnunlly Educadon! 

7%^ Wwo1 ' N ^ hRM i c,fov '' c^, «« rfie '' 1 ■ 0 « ,& r» h, ™. 

SECONDARY 

BUSINESS STUDIES MIVWM 

Main Seals IRe-advarHumimJ (Part Hma conildared) 

II OW'D* Avanua llkwton. Daibwhlrs, DE7 THSdlkaaton M3724) 

(11-18. NOR 8521 

ENGLISH NE721/3 

Main Scale (Enqifib lo QCSE] 

Haaftnd HiB Sdwol. aroo mriald Awnira, Tha Grtafi. KulanlOi aitarfleU. S4 1 DIP 
(CtwaurtaM 739651 (ll-lfi NOR 417) 

HATH 8 DS/6S/7 

Main Scale (Two pottal (PoiBibPIty of GCSE + Alaval wortl 

Spa ndon School, WhI Road, Bpordon, Deiby. DE27LN iDarhy 662337 1 (1MB, NO R 1S98J 
MATHS AE/22/2 

Main Soale 

Frfs aland School, Nunary Avanua. Sandlaere. Noulnohim, NQ1SBHQ 
(SmdUtT»39>U6M11-1B,NORUO) 

PE 06767/7 

Main Seals 4 dtowint* A (Co-onllnator br PE) 

MlcMeovar Sdwol, Murray Road, MicUwver, Darby, DE3 BLD (Darby 616921) 

111 -1ft NOR B42) 

lANdUAQE SUPPORT fajun 

Main Scale. (To |oln an enihuiliaiEo team toprovlda wppon (artanniiaa groupa) 

Slnfln School, Farm houu Road, S Intin. Duhy,OE23ARlDarliy76ai74)(ir-1ft NOR 867) 

SPECIAL NEEDS 

TEACHEA/GOUNBEIlOfl DS/1/IW 

Main Scale + AHowanca B (readvenliarnajitl 

Eagarisneed and qualified taachar raqulred to work wihdilldran with mere kerning p rob- 


(aim to be lulv Involved with parants and pupils acroia ihs 2-1B aga range. Applicam 
mndrad to undartele reddomial dudes. 

St Andrswi Schoo!, St Andrews View, Braadaall Hilltop, Darby, 0E2 4ET (Otiby 032748} 
SPECIAL NEEDS HW/1B/S 

Main Scale 

Taeehar for Spado I Noada (13-1 5 aga group) peril color Intareat in community Involvement, 
eport, aeH hdpand survival aUlla With an ablNiy la play tha piano. 

BoothbyMeadowe School COLaynaAvanui.Aihboui’na. Dei by (Dvby 44874). 
CloalngdiM for Ala poet 30 October 1987. 

COMMUNITY EDUCATION 

COMM UNRY TUTOR CE/7/16/P 

Main Scale (JNCCond It lone) 

Toaaal at with ihaoiginlmlon and davelopnnanl of ihaSdioolaoant rib uthm to community 
Bducetlon and llnkawllh agenda* In rhearaa. 

Sudbury Primary School, Sudbury, Derby, DES 6H2 Budfauty 2111 

COMMUNITY TUTOR CEn/17/P 

Main Seda UNC Conditions) 

ToaarfnrMihihiDraaiilMdciriahddevelopniairlafilitSehwtfacontrflMItanloComrnunlly 


Educe Son and llnka wllh agMicraa In (he area. 

Hartfogrcn CE (Controlodl Prlrru ry Sctwo), Hartinatan, Buxton, 

Der byihlrt, SK17 DAS IHaitfngton ZB4J 

COMMUNITY TUTOR UnjW? 

Main Seal* (JNCCondMona) 

To a saw wttMha oraankaUm and dBvaloprranioiMlIkKk Ju n tor end Infant Sdi nHa con- 
Mbutlon to communRy education and ifnfca whh igand ■■ In the a raa, 

Matlock Infant SduwJ, School Reid, Matlock, OetCye, DE4 308 (Madock 2816) 


COMMUNITY TEACHER 
Main Beak (0.11 


Support foechar for Xomiminlly devafopmant for Mohllnnaio Infam and Junior 8chooto. 
Mg htl ngala Junior Sahool, Nlgnllngale fload, Darby, DE2SBF (Darby 48707) 


alatua, aaxual orlnfotlor, raca.aaad, ootour.aihnlcor nailonafortslaor tHublirty. 


1 1 County CounclJ 

1 — w Supports Nuclear F ree Zones wmmmm 

Required for January or September 1988, a well 
qualified teacher of CDT to join a department with a 
modern approach. 

Appllcationforms/fuilherdetails are available from the 
Headteacher on receipt af SAE. 

PRIMARY SCHOOLS 

Newlyn East C of E Jnr & Inf School, 

Sf Newlyn East, Newquay, Cornwall. TR8 5LG. . 
Group 2. 

Main Scale 

Required for January 1 988 if possible, in this small rural 
school where the post holder will be responsible for the 
whole of the infant intake in a vertically grouped 
situation. Please state curriculum strengths. 

Application forms/furthsr details are available on 
receipt of SAE from The District Clerk, District Education 
Office, The Leals, Truro, Cornwall, TR1 3AG. 

Pdrc Eglos jnr & Inf School, ParcEglos, 
Helston, Cornwall. TRl 3 8UP. 

Group 5. 

Deputy Headteacher 

Required from January 1 988, or as soon as possible: 

, thereafter. The successful candidate will be expected to 
' be actively involved in ihe management organisation 
and curriculum planning for the school. Whilst being a 
first class teacher able to lead and work along side 
colleagues. ’• 

Application forms/furlher details are available on 
receipt of SAE fromThe District Clerk, District Education ■ 
Office, Pendarves Road, Camborne. Cornwall. TR14 
7QD. *• : 

•! • (53/BI) 


W COUNTY COUNCIL : ^ 

■< 1»'. " • . 





SECONDARY RELIGIOUS 
EDUCATION 

rontinnati 

simnEY 

the royal grammar 
SCHOOL 

rortnl’ . „ . enthu 


in AWjl.^n 

Si„^f™wr. u iuSs u ,'KS 

^identically selective aahoql. 
AOlllty and willingness to help 

ivjlh efctra-curriculnr activities 

such as rugby, cricket, CCF 
and Scouts will be a distinct 
advantage. Salary ‘Raker* plus 
10 %. 

Applications In the form of a 
curriculum vitae supported by 
a latter of application quoting 
at least two referees ahould be 
submitted to The Headmaster 
(R , E. ) Royal Orommar School, 
High Street, Guildford, Surrey 
GUI SOB. Closing date lath 
Novambor. C8023B) 134440 


Rural Science 
Main Scale 


CAMBRIDGE 8 HIRE 
Bqiisl Opportunity Employ or 
ARTHUR MELLOWS VILLAGE 
COLLEGE 

Halpaton Road, Clinton, 
Peterborough RE 6 7JX 
Teti Peterborough 352235 
Warden) Mr L.V. Lo wings, 

B.A. 

Group 11 

Required Tar January, 1988:- 
A temporary full-time 
tescnor of Rural Science 
CM. P, 0,1 up to O.C-B.B. level, 
able to offer some Biology. The 
appointment will be for two 
terms. The deportment hen 
well. established outdoor 
feollitles/greenhouSe. 

Please apply by latter to the 
Warden at tha above address 
giving the names end addresses 
of two refaroes. Further da. 
tails available on request 
ta.a.e.l. Cloning date 3rd 
November, 1887. 

(16713) 134640 


Science 

Main Scale Incentive D 


HILLINGDON 
LONDON BOROUGH OF 
HILLINGDON 

DOUAY MARTYRS 
SCHOOL 

Iekenhe^'uxbrldgVij BIO 
'BQV •* " 

Number on roll: 848 105 

Headteacher! Mrs M. 
Stubbs, B, A. 

a SPc N H C E E MI A S^V N ?M H A E I A N D 
SCALE □ 

, Required from January 
1B8B a well-qualified on- 
thuslaetlc Science graduate 
to cover ror maternity leave 
for tlie present Heed of 
Chemistry until Ootobar 
1B8B. The euoaeeBful oandl- 
dake will be oxpootod to 
teach across tha age and 
Ability range (Including *A‘ 
Level for a suitable candi- 
date). In Yaara 1-5 the 
Deportment follows an In- 
tegrated Balance ayllahua 
and at □ cse offers both 

K EA Modular Science (slng- 
i or double certificate) and 
separata aclencei. Physics, 
chemistry end Biology are 
ell followed at 'A* level and 
A/8 levels are under consid- 
eration ■ The department 
has s good record of success 
in public examinations, 

Douay Martyrs la a thriv- 
ing 11-18 RC Comprehen- 
sive Sohool situated In a 
pleasant residential area or 
West London and la well 
asrved by good transport 
links. Including ths Metro- 
politan, Piccadilly and Cen- 
tral lines and the MSB. 


Main Scale Incentive B 


KENT 

COUNTY COUNCIL 
EAST KENT AREA 
EDUCATION DEPARTMENT 
FRANK MONTGOMERY 
SCHOOL 

Brsdlands Lane. Sturry, 
Canterbury CIS OHB 
Required a.e.a.p. enthusiastic 
teacher to plan and. co-ordinate 
Physics teaching throughout 
this co-ed. sec. modern achool. 
Interest- In oloctronice an 
advantage. Combined Science 
taught In lower part of tha 
school. MPO with A or B 
Incantlve allowance, according 
to qualifications and exparl- 
ance. 

Apply in writing with full cv 
to the Hoad Teacher, Mlea B. 
Chapman, at tha school. 
(19991) 134B3S 


Main Scale Incentive A 


KENT 

COUNTY COUNCIL 
EAST KENT AREA 
EDUCATION DEPARTMENT 
FRANK MONTGOMERY 
SCHOOL 

Bred lands Lana, Sturry, 
Canterbury CTfl OHB 
Required a.e.a.p. enthusiastic 
teacher to plan and co- ordinate 
Pity a lea teaching throughout 
this co-ed. sea. modern aanoo! . 
Internet In electronics an 
advantage . Combined Science 
taught in lower part of tha 
school. MPO with A or B 
incentive allowance, according 
to qualifications and experi- 
ence. 

Apply In writing with full cv 
to the Head Tsaanar, Mine B. 
chapman. at the school. 
119990) 134838 


BERKSHIRE 

ROYAL COUNTY OF 
BERKSHIRE 

THEALE GREEN SCHOOL 
NOR 1850 

7 form entry co -educational 
comprehensive achool of 1930 
(6th form ISO) for rural area 
on West Reading fringe. 
Strong Houae-baaed pastoral 
ayatem 

Required for January 188B. 
or as soon as possible there- 
after , Main Scale teacher of 
Phyaics/Bclenoe to Join a 
large, well equipped depart- 
ment and to contribute his/ 
her speciality to the develop- 
ment of balanced science 
courses for Oil pupils 11-16. 
■A' level Physics teaching (4 
seta) available for suitable 
candidate. 

Interested applicants 

ahould telephone Reading 
309741 or Reeding 424913 
Immediately for further de- 
tails. 

No closing date. 

Berkshire lias e schema of 
reimbursement for lodging 
end removal expanses. 

An equal opportunity em- 
ployer. 

Berlshire Has a schema of 
reimbursement for lodging 
and removal expenses. 
(16718) 134840 


BROMLEY 
HAYNES SCHOOL 
West Common Road, Hayea, 
Kent BUS 7DB 
Tell 01-482 2767 

For January, 1888. Graduate 
MASTER/MISTRESS to teach 
BIOLOGY at this sixth-farm 
entry co-educatlonal 11-18 
yaara school. Temporary post 
to cover teacher on maternity 
leave. Main Professional 
Grade. It ta hoped to recruit 
an able and enthusiastic 
teacher who will be In- 
terested in examination work 
end enjoy working In a disci- 
plined and rasponslvve sn- 


KENT 

COUNTY COUNCIL 
EDUCATION DEPARTMENT 
NORTH WEST KENT AREA 
H EXTABLE SCHOOL 
Ingerton Avenue, Hextabla, 
Bwanlay, KentBRB 7LU 
Tel: (0392 68681) 

Teacher of Science IMPO) re- 
quired from let November 
1BB7, (or as soon as possible 
thereafter) until August, 1988 
at Hextabla School. Tha school 
follows an Integrated Science 
programme from Year 1 to 
GCSE. The ability to teech 
some Maths would be an asset. 

Hextabla is e mixed 11-18 
Comprehensive School on tha 
edge of the London Borough of 
Bexley end Bromley. It Is also 
dose to the countryside of the 
North Downs. The London 
Fringe Allowance of £309 p.a. 


THE TIMES EDUCATIONAL SUPPLEMENT 23.lo.g7 

Social and Political Studies Speech and Drama 
Main Scale Incentive B Main Scale Incentive B 


la payable. 

Applications by form (avail- 
able from the sohool an receipt 
of an e.a.e.) should be sent to 
the Headmaster at the School. 


Main Scale 


BARNET 

(LONDON BOROUGH ) 

FRIERN BARNET COUNTY 
SCHOOL 

Kexnlnnoton Avenue, Trl em 
Barnet , London Nil 3LS 
Tell 01-368 9777 
Mixed Compprehsnslve, Roll 
506 11-16. 4-form entry 
Required January 1988. aril 
soon as possible. Qualified 
Graduate teacher to Join e 
strong and thriving Science 
Department. The person 
appointed will be required to 
teach same Biology to 
G.C.B.E. and havo a strong 
commitment to teaching inte- 
grated Science through the 
school. 

Removal expenses and 
separation allowances avsll- 

Apppiy ip writing to Haad 
Teacher with full c.v. and 

Mfe? ‘ wo Afcfc. 


BEXLEY 

LONDON BOROUGH 
BBKLEYHEATH SCHOOL 
Oraham Road. Bexlayhaath 
DA6 7DA 
Tel: 01-303 3686 
Required ror January 1988, a 
teacher of Biology end Gener- 
al Science for thia large, (in- 
ability achool which ofrara a 


vlronmont. The school has a 
large sixth form of 320 stu- 
dents and easily fills ell abil- 
ity lavele of a s balanced In- 
take. 

Application forma and 
further details available 

from/re turn able to the Haad- 
teeehar (lores a.e.a.) by 3rd 
November 1987- 
(80442) 134840 


ability school which orfer 
full range of courses up ta 
'A' levol. Tha achool has 10 
Balance laboratories and is 
situated on a large, pleasant 
alto. 

Contact the achool ror on 
•PPitf** 10 *! form and details, 
(16378) 134840 


Application forms and 
further details may be 
obtained tram the achool. 
Closing data i 6th November 
1987. 

Outer London Allowance 
Payable, (16787) 134838 


CYNGOfi SIR 

DYFED 

COUNTY COUNCIL 

Yn elalau erbyn laf lonawr, 1988. 

1. YSGOLGYFUNCWNIGWENDRAETH, 
DREFACH, LLANELLI. 

PRIF RADDFA PROFESSIYNOL £7,599-£1 3,299. 
Swydd droa dro hyd dlwedd Awst 1998. Athro/athrawaa I 
*■ ddyapu CYMRAEG jEstynadla I TGAU a syffaenol yn vr 
YBflpF- lau). Bydaai'r nami . 1 gynorthwyo gyda 


ddyaou GYMRAEG (Estynadlg I TGAU a syffaenol yn vr 
vaopr lau). Bydaai'r garni . 1 gynorthwyo gyda 
CHERDDORIA^TH yn fantefsiol. 

Ceisjadau tiyvy lyttiyr yn rhal manylion Hawn ac anwau a 
ohyfelrladau dau gaholwr at y Prlfathro erbyn 29 aln Hyd- 
raf, 1987. 


Required far 2nd November, 1 987. 

2. MILFORD HAVEN GRAMMARSCHQOL, 
MILFORD HA VEIN! / 

MAIN PROFESSIONAL GRADE £7,599-413,299. 

An English graduate ideally with knowladije of GCSE. 

• for this one year temporary post teaching yBarB:1-B. 
Ability to help with Girls Gamas an asset. •=.* - , 

Application by letter Including full Curriculum vitas and 
the names and addresses of two referees to the Head-., 
master by 29th October, 1987; ( ^ 

W. J. PhJIllM 

Ofsdw of EducaitoA'Cylarv^vdcIwf Adtfysfl 


NORTH KENT AREA 
RAINHAM SCHOOL FOR 
GIRLS 

Derwent Way, Ralnham MBS 
0DX 

Main Orade full time tempor- 
ary post. Required to teach to 
GCSE level from January 1988 
for two terms. The person 
appointed would aleo 'teach 
Science In the Lower School 
end as a modular couree In 
yeera 4 end 3. A permanent 
appointment could be available 
for b person who was offering a 
range of science subjects. Tne 
school la situated on an attrac- 
tive site with excellent facili- 
ties. 

Applications by letter with 
c.v. and a.e.a. to tha Hesdmle- 
treas, Mrs D. Snape. giving 
two referees. 

MID KENT AREA 
6T. SIMON STOCK SCHOOL 
Oakwaod Park, Maidstone 
MElfl OJP 

For January 1908, in enthu- 
siastic. wall qualified toucher 
to assist with Biology to ‘A* 
level and Chemistry In Lower 
School and form part of a team 
involved In teaching GCSE 
modular aelenae. This estab- 
lished mixed Catholic wida 
ability school has n roll of 840 
Including 180 mainly A level 
students In 6th Form. 

Apply by letter to Headmas- 
ter with names of two referees 
(Including e priest for Catholic 

ffiittf*”' SAE P34B40 


NEWHAM 

LONDON BOROUGH OF 
NEWHAM 

An Equal Opportunity 
Authority 

STRATFORD SCHOOL 
Upton Lane, London E7 BPR 
Number on roll: 930 
Head Teacher: Mr. St. E. 
Hughes 

HEAD OF SOCIAL A 
RELIGIOUS EDUCATION 
Incantlve Allowance ' B ' 
Raaufred; April 1988. 

This multi-ethnic 11-18 
comprehensive achool has a 
well established and successful 
Social 8c Religious Education 
Department. Because of prom- 
otion a vacancy exists for a 
suitably qualified and experi- 
enced Head of Department. 
This la a middle management 
post and offers considerable 
opportunities for an enthusias- 
tic and abla teacher. 

LONDON ALLOWANCE: 
£1,813. 

Application forma/furthar 
particulars (e.a.e. pieaae) 
available from The Director of 
Education to whom complatad 
forme ahould be returned by 
3rd November I8B7. 

Education Offices, 37 9/383 
High Street. Stratford E13 
4RD. (80344) 139036 


LEICESTERSHIRE 

COUNTY COUNCIL 
An Equal Opportunity 
Employer 

WYCLIFFE COMMUNITY 
Hnmelln Road, Leicester LEI 

(YP-ld) NORS10 

MAIN SCALE -F TEMP. *B’ 

ALLOWANCE 

HEAD OF PERFORMING 

ARTS 

Required January/ April ■ 
musician to lead tne work of 
music, dance and drams 
throughout the Collage. Thera 
is a spirited and successful 
tradition In thia arse. Teaching 
SyJJL „ b ? l .°u a y, Including 
GCSE In the Upper School, 
Pleaee contact tha Head- 
teacher for further details and 
application forms (saa), 
(B2BBO) 133836 


Main Scale 


Main Seals 


BRADFORD 

CITY OF BRADFORD 
METROPOLITAN COUNCIL 
TONG UPPER. SCHOOL 
Required at thia large mixed 
comnrahanalva -school on tha 
aouthern edge of the city 
clone to 'Bummer Wine' coun- 
try - a teacher of Science and 
MnthamntJfaa (Main Profes- 
sional Grade) from 1st Janu- 
ary 1 BBS. 

Further details and an ap- 
plication farm can be 
obtained from the Head- 
teacher, Mr J. Foster. Tong 
Upper School . Weatgate Hill, 
Bradford BD4 6NR to whom 
completed ' forma ahould be 
1 returned by 4th November 
1887. 

Reference: ST 113B87/TBS. 

Bradford le an equal oppor- 
tunities employer and w el- 
ec maa applications from 
candidates of any race, sex. 
aga or disability, unless 
otherwise stated. 

(80879) 134840 


CAMBRIDGESHIRE 

(EQUAL OPPORTUNITY 
EMPLOYER) 

STANQROUND SCHOOL 
Peterborough Road, Paroet. 
Peterborough PE7 3BW 
Tel; Peterborough 64071 
Head Teacher: Mr. B.C. 
Barker, M.A., M.Phll. 

(11-18 Co-Educational) 
GROUP 11 

REQUIRED FOR JANUARY 

A teacher of Science la re- 
quired to teach up to OCBE 
level. (Main Professional 
Grade). 

An ability to teach chamis- 

a would be an advantage. 

a la a one term appoint- 
ment to cover for a sepond- 

Applicntion fo^rri find' 
further particulars available 
from the Headteacher at the 
above addreaa (a. a. a.). Cloa- 

!?1A“B •“ i 


EALING 

LONDON BOROUGH OF 
EALING , _ 

EDUCATION BBRVICB 
NOHTHOLT HIGH SCHOOL 
EaatcotoLane, Northolt, 
Middx. 

Required for January 1888 e 
well qualified and enthusiastic 
teacher of Physical Science, to 
Join s large, progressive and 
successful science department 
which offers a wide range o( 
opportunities to suit indi- 
vidual teacher's interests. 
There is good technician sup- 
port. 

Main Salary Scale + £1,813 
London Allowance. 

Relocation Expenses pay- 
able subject to conditions. 

Ealing Council welcomes ap- 
plications from all regardless 
of ssx. race, ethnic origin. 


KINGSTON 

UPON THAMES 
ROYAL BOROUGH OF 
KINGSTON UPON THAMES 
RICHARD CHALLONER 
SCHOOL 

Manor Drive North, New 
Malden, Surrey KT3 BPE 
Tel: 01-330 3B47 
No. on roll: 61 1,1 1-18 years 
SPECIAL AGREEMENT R ,C. 
SECONDARY BOYS' SCHOOL 
URGENTLY for January 1888 
or ea soon as possible thereaf- 
ter s qualified teacher of PHY- 


SICS (MPO) for all levels 


HILLINGDON 

LONDON BOROUGH OF 
HILLINGDON 

GREENWAY SCHOOL 
The Green way, Uxbridge 
UBB BPR 

Number on roll: 791 47 

Headteacher: M.B. 

Trowel!. M.A. , B.So. 

SOCIAL STUDIES 
TEACHER 

A teacher or Social Stu- 
dlae. Main Scale, is re- 
quired for tha Spring Term 
198B, to cover the teeohlng 
of stafr on maternity leave. 

The Social Studies De- 
partment la an anorgo tic end 
expanding one within this 
flva form entry co- 
educational comprehenelva 
school. Courses are offered 
In ell yaara. 

Plaaae apply In first Inst- 
ance by latter to the Haad of 
School etatlng the names 
and addresses of two re- 
ferees. Closing date: 6tli 
November 1987. 


ESSEX 

HYLANDS SCHOOL 
Hatfield Orove, Chelmsford 
CM 1 3DF 

Tel: Chelmsford 266766 
(Rail 849) 

SPECIALIST DRAMA 
TEACHER - MAIN SCALE 
Required January 1988. 

To take charge of this sub- 

I ect. Drama Department en- 
oya good facilities. Oppor- 
tunity exists to teach across 
full age/abillty range. 

Letters of application en- 
alaalng full currioulum vitae 
end the names of two re- 
ferees should be sent ta the 
Headteacher. B.A.E. plaaae. 
(16768) 133840 


HAVERING 

LONDON BOROUGH OF 
HAVERING 
HALL MEAD SCHOOL 
Marlborough Gardena, 
Upminater RM14 1S3 
Tel: Upminater 23684 
Headteacher: D.E. Sounders, 
B.A., B.Sc. 

t Roll 975 Mixed) , 

Inquired for January 1888 a 
teacher of Drame, Mein 
Soalo. tp assist with the 
teaching throughout the 
school up to OCEE level. 
Goad facilities Including s 
Drama Studio. The eohool has 
a long tradition of successful 




responsibility far dependents , 
from people with disabilities 
and from lesbians end gay man, 
Application forms from the 


Haad (SAB) to ba returned by 7 
November. (18688) 134840 


HARROW 

EDUCATION COMMITTEE 

PARK HIGH SCHOOL 
Thlstlecroft Gardens, 
Stenmom, Middlesex ■ 

Tali 838 8803) 938 1379 

Required from January, 
to cover maternity leave. 


temporary teacher of BIOL- 
OGY for O-C.S.E. plus low- 
er achool Balance, The poet 


Is on M.F.O. plus Outer 
London Allowance,. 

Park High School Is a 
18-16 mixed comprehensive 
and le a highly popular, 
successful and respected 
achool In the area. 

Application forms and 
TUrthsr details sra obtain- 
able from ths Headteacher 
(e.a.e, please), to whom 
they should be returned es 
soon as possible. 

_ Outer London Allowance. 
Peyabla. 

Harrow is an aqual 
o ff ortu pities am^lo^ar. 


STOCKPORT 


wan ce £793. 

ALSO REQUIRED 

URGENTLY for January 
1988 or as soon as possible 
thereafter a qualified teacher 
to rill a PART-TIME (.6) 
vacancy ror OENERAL SCIEN- 
CE throughout tha achool In- 
cluding GCSE examination 
Classen. A main Intqreat In 
Biology would be helpful. 

Main Beale and London Allo- 
wance £793 PRO RATA. 

For both poets, plaaae apply 
In writing to tha Head Teaanor 
at the School enclosing full 
curriculum vitae and tha 
namae, addresses and tala- 
phone numbers of the reforaea , 
_ Closing data; 6th November 
1987. 

. An Equal Opportunities Em- 
ployer. (80876) 134840 


KIRKLEEB 

METROPOLITAN 

COUNCIL 

DIRECTORATE OF 
EDUCATIONAL BERVICBS 

L1VERBBDGB 
SECONDARY SCHOOL 
Roberttown Lane. 

LI verse do a, W. Yorks. 


,n5S qu,, ■ et, ,or January 
1988 or a* soon ns possible 
t here after, a teacher or 
SCIENCE for thia Group 8 
secondary Modern School. 

^ A teacher capable of 
teaching Physlce modules in 
N.B.A., G.C.S.E. Modular, 
Courses would be pre- 
ferred . 

Salary will be paid In 
eccor dance with the 
TeaoharB Pey and Condi- 
tions Act 1887 on the main 


NEWHAM 

LONDON BOROUOH OF 

An Equal Opportunity 
Authority 

COMBBRLAND SCHOOL 
Prhico Regent Lane, London 

Hand Teachers D.C. Sweating 
Number on roll) B00 
TEACHER OF SOCIAL 
STUDIES/HUMANITIES 
Required January 1988. A 
suitably qualified amt ontliu- 
alastlc teacher Is required to 
Join a successful department 
within thle apllt-aite, inner- 
urban comprehensive eohool. 
Timetable offers experience 
. throughout the age and ability 
range, Including sixth Form. 

London Allowance £1,313 
plus Social Priority Allo- 
wance. 

Application forma/furthar 
particulars (a. a. a. plena) avail- 
able from The Head Teacher to 
whom completed forma should 
be raturned by 3rd November 
1987, 

Director of Education, 
Education Offices, 37B/3B3 
High Street, Stratford El 3 
4RD. (19084) 139040 


B roductloni. Cundldtiw® will 
a exgflfltod to teach aome 

"fetters of application en- 
closing full curriculum vitas 
and tna namae ol two re- 
ferese should ba sent \° the 
Headteacher. (16766) 133840 


Other then by Sub|ect 
Classification 


Main Scale 


SUTTON 

LONDON nOROUOH OF 
HUTTON 

HT. PHILOMENA’S SCHOOL 
Pound Street, Carahalton, 
Surrey 

Tel: 01-642 8085 
(Comprehensive School for_ 
girls 11-18. 830 on roll > ISO in 
Virorm) 

MAIN SCALE 

Required for January 1988 for 
two tarmni Well qualified 
taachars, part-time or full- 
time, far one or more of the 
fallowinqi subjects: RE (Junior 
Formal! PE (Years I*V)| Ger- 
man up to OCBE/'A’ level and 
English ta GCSE. , . 

Apply as soon as possible to 
the Headteacher, with C.V. 
and nnmee end addressee or 
two referees. _ 


• Application forms and 
rurtnar details (SAFE 
please) from the Hasd- 
. teacher at the school to- 
whom completed rorms 
should be returned within 
14 days of thia advertise- 
ment. . 

_ Kirkleog operates an 
full d*e? "l?"o V" which S»m 

C *° “ U aPP ;Y|WVo 


WEST SUSSEX 

TSMPnnAnvTBfcjJnD 

, T - 

-L 


LONDON BOROUGH OF CROYDON 
EDUCATION COMMITTEE 

PURLEY SIXTH FORM COLLEGE 
PLACEH0USE LANE, OLD COULSDON 

HEAD OF FACULTY 

(Mathematics, Science and Technology) 
MAIN GRADE, Plus Incentive Allowance E 

Required for September 1988, a teacher of 

Us!kami>!L> O — - T 1-. I . ...UL n.innoRB- 


feculty wltn sixteen teachers In this new, open 
access Sixth Form College. 

Ae a member of the Senior Management Team of 
the College, the successful applicant will ba able to 
gain wide-ranging experience which would provide 
a platform for subsequent promotion. 

For further particulars and application form, plo* sa 


High School for Girls, Sto nolle Id Road, Old 
Couladon, Surrey, CR3 2YG, 

plowing date for applications: 9th November, 198^ 



T HBTIMES EDUC ATIONAL SUPPLEMENT 23.10.87 

BEC0NDARY OTHER 
?HAN BY SUBJECT 

coniinusd Multicultural 

odui^tv council Education 

^Mfl «e display sdvartiso- 



“ ’ Main Scale 

Mg WHAM — 

London Bonouaii of — 

An V Bqu*0 I Opportunity HERTFORDSHIRE 

lk^#"* RAL8UPPonT 

•fen” 1 : 

tSifSA ry man op ssrifis tsussni'jsa % 

po quolir«B«l timultor J? t 


Main Scale Incentive E 

Berkshire 

||RK A s I ifigg NTVOF 

?i*OOKFlELDS SCHOOL 


Main Scale E teaehar required 

SySr&fSSAT&jfe 

•Jffiwlii'iis.a'.:"*™" 

a) Part-time class tasohing 

b) In-sarvlca co-ordinator 
ment C ««*Tleulum develoo- 

«.i?K ,, - BP,encB . w,th children 
S0VBrn laarnlng dirflcul- 
acr*»M" 8 ?j? tlBl I? 1 knowlodga 
duMrable modlflod "“ctlon 
.!/» u , rth " r and applica- 
te '*•?«" tl*« Headmss- 

WBieome!* 1 " “° h ° o1 - v,a,lor - 
hB8 * ichcme or 

«m m o h var^ p ” 0 n „Va^ ,0dfllnQ and 


A aultaWl? quollfiacl tiuu:Uor Jnpnbly have a racagnlaod nnn\. 
required to covnr for •rh:ntioii In tnaching Bnalish an 
BBtarmty Xoave- lit tlm fleet Uungunoo and oxpari- 

Inatanca tho tlnintabln will J 1 ' 1 -* of toachlng blllnnuat 
comp r U b Bnaliaji, lluuiiiiiitina D. 1 !® J*/ fb nttdition, a aommlt- 
■nd Social Studios . mo { ,t tn collaborative wnpuin. 


■nd Social Studios. 

LONDON ALLOWANCE 
£1,813 plus Social Priority 
Alio wane a. . „ 


lion. niotit tn oollQborDtfl'vo woruinn 

ALLOWANCE "»“• curriculum davokmman? 
octal Priority far nmltl cultural aduciUon u 

wt ?. uld be an 


" "XppTi nati o n foriiiN/fiirtlim* 

DBrtlculars (a.n.o. plnusu) 
■vsllablo front Tim llnutl 


b m SSu of ™ r r, ?Pi pl ,can ta ° w are ramoval MpsnVaV. 

R!!"! 011111 nallan or another An aquel opparkunitv n mk 
B l C r? m K Pl ° yBP ' f* 6 7 B3 PP ° r * ""‘l SooSO 


■vsliauio iron: ihh iiniui ™nim unity language. 

Tascbar to whom cnmplntad Main Proraaslonal 

(ormi ahould bP rcturiioU by + Frlnga Allowance. 

3 rd Novombor 108 7. Tho Authority oparataa b 

Director of Etlticntlnn, nancrou* recruitment Incan - 
Education Officea, 370/383 J lvo aohama. Further dotalla 
High Street, Stratford E13 Divisional Education 

4 kb. (80342) 135 7 40 9 Y ce «', Scott Hauie , Hagadal" 

Hertford 

930833.(16749) 130040 


NEWHAM 

LONDON BOROUOH OF 
NEWHAM 

An Equal Opportunity 
Authority 

CUMBERLAND SCHOOL 
Prince Regent Lane, London 
BIS 8SO 

Number on roll; 800 
Head Teacher: D.C. Sweating 
TEMPORARY TEACHER OF 
OENERAL SUBJECTS 
Required: JANUARY 1988. 

A suitably qualified teacher 
li offered a two term contract 
it thia apllt-alte, Inner .urban 
comprehensive achool. The 
timetable will comprise e Ao 
Lower School Maths taiK-tunn 
nd Mg general subjects, 
^LONDON ALLOWANCE 

hua 'social Priority Alio. 
Minoa. 

Application ruriiin/furtliai' 
particulars (s.n.n. pinnae) 
available from Tim Hnud 
Teacher lo whom coin pi mod 
[win* should tm rnturnml Ity 
J I d Na^ B,nbBr 1087. Dirm-tor 
Bducntlnn. Ktliirailuii 
Offices. 37 9/3 8,1 II I nil Mirnm, 
E,a 4l »«>. 

133740 

WEST GLAMORGAN 

roUNTY COUNCIL 
HCTUIUNO VACANCIEN 

" B , n under Tertiary/ 

Peripatetic Posts 

BOltY 

MBTROI'OUTAN 
BOROUd II OF llll 11 V 

An Equal Opium ttmll y 
EmpiKyri- 

El) Ilf'ATIDN 
DF.I'AIITMINT 

•UPPLY TC/^cll |:hm (Menlo 
p.fil" reaulreil tu irm-li m 

nnrtirulurlv 
■uMos. Chemutrv/IMivatia. 

IUr»E2i ,|, 5 l L°9. mw* a lid 

Irom.n ■■I'taibaldn 

DhwrA2. d rB *“rnabl«» to (hr. 

te,.«:rb.5V t onN 

y Scale Incentive B 

Dudley 

•kies of*E ,l E Bn V> 7 £ Mn ? lir t;o1 - 
«80«4) OthMr A ?S 003*6 


Main Scale Incentive B 


OXFORDSHIRE 


COUNTY LANGUAGE 
ORGANISER ■ 

& aa . - advertisement under 
faoviV l . nd Comn,u hlty Service 
<803331 130040 


Special Education 


Headships 


WEST MIDLANDS 

SUNMi'l.i) CHILDREN’S 
HOME 

Clout, WurcN. 

AjGiMWntmontof 

Aiipiicmiuna aro invited from 
Muitntily qualified persona Tor 
tills punt from January 1988 
fur ns auugi as poealblo there- 
in tar). 

Nunrinld le en Independent 
ri'Htdiintllll school (Group 68) 
fur 110 nuniln with severo 
lanrulng iWricutticH rram 5-18 
yi-nra nf nun. 

AppUi-cuUh etuuiUl write n 
y.l* ,,r uf npiilii .it luu. lnt’1 nil iufi 
LV and the Namae nf two 
(-(Harems, ns soon ns posaibla. 
Jii ..T ,,n . I'HncIpal, KuuriolJ 
Child rail's llumii. Clont. 
htiiiirhrldua, Wimt Mldlaudg 
«>Y!1 9I*» l Tel: UflAtt 888803)7 
(21)3(11) 160010 


BIRMINGHAM 

CITY COUNCIL 

EDUCATION 

DEPARTMENT 


MilnScale + Incentive 
Allowance 'B* 

Teacher to develop len- 
gueae throughout thle 
which "e committed 
to a biiingual/Diult -lingual 
E®Hw. to fecllltete nSn- 
Engiiah apeaking pupils. 
The position oslls far oloae 
co-operetjon with staff and 
parents. Knowledge of 
sign language 
end D.8.L. language will be 
on advantage. 

_ Mayfield School, Finch 

Toh^auSaS^lalif 10 rHl1, 

For Further detslle apply 
to tha Headteacher. Closing 
date: 6th November 1987. 
Job flherere welcome. 

The City Council wel- 
comes applications from el! 
sections of the community 
Irrespective of race, colour, 
Oonder, sexuality or dis- 
ability. (20430) 160036 


ENFIELD 

LONDON BOROUGH OF 
ENFIELD 

ASSISTANT PORTAOB 
WORKER 

M.P.G. plui incentive 
Allowance 'O’ 

Required ee soon na possible, 
this past Is established under 
the Government'll Education 


w (/v; 1 * •™ i usfltt 


Hu pour t Ornnt Scheme. 

■The post la part-time (up 
to 609i>. IdoelTy tha poet- 
hoUlor will have had experi- 
ence of tho Portage ai 
nl though thle la not a 
ae trainino will bn giv 
pnrleuco nr warklni 
young chlltlraii with 
ndui'utlanul needs an 
famUlne Is eseonlfat. 

Tho wurk will be 
with fainllitos whoa 


Midlands °! ,c “ of tho Portage approach 
888803). although this Is not aseentlal 
160010 aB Iralnlna will bn given. Ex- 
linrleiica or working with 
young children with Spaniel 
ndiicutlnmil noads and their 


Deputy Headships (Inc. 
Second Masters/ 
Mistresses) 

SUNDERLAND 

DOHOUOll OF H UNDER LAND 
EDUCATION DEPARTMENT 
HUNNINGDAI.E SCHOOL 
Klniuii 6(81) 

Required for April, lBBBi- 
lleputy Headteacher (Group 
6(811 

Sunnlnudele School Is a new 
school which will open In 1BBB 
rolliiwina a reorganisation of 
thn sneclnl school sector. It 
will taler for pupila aged 3-13 
years with moderate and se- 
vere learning difficulties. 

Application rorms and furth- 
er details ere obtainable from 
l fie Director of Education, 
F.O. Box 101. Town Hall ft 
Glvic Centro, Sunderland BR8 
TDN. on receipt of a stamped 
addrsesed foolscap envelope to 
be returned to him by 6th 
November. 198 7. ...... 

116549) 160018 


,i no wurk win be mainly 
wltli fainllitos whose rirat 
liiiiliuana In not English and 
fanullnrlty with or n nancy in 
a minority Innouaga (a.q. 
Greek, Turkish, Oenoall) 


■iiiigucne in not Bnoiisn and 
fanullnrlty with or fluency In 
a minority Innouaga (a.q. 


wnuld bo an advantaoa, 
luiorantad . applicants 
should contact Mrs, J. Evans, 
Addison House, Pre-School 
Unniro, Addison Avenue, 
Houtligate N. 1 * (Toll 01-441 
6448). London Allowance, 
£788 pro retn. Closing data 
6th November 1887, 

An equal opportunity em- 
ployer, (80338) 160036 


ESSEX 

PRIORY SCHOOL 

Burr H(ll Chase. Southend- 

on-Sea 888 6PB „ 

Tali Southend-on-Sea 347480 
(Rail 70, 6.16 yrs.) 
TEACHER ■ INCENTIVE 
ALLOWANCE '« . 

Required January 1988 or ee 
soon as possible thereafter. 
To tench mixed ability 

J raup aged 13-14. Basic sub- 
sets and promotion of P.E. 
and games throughout school. 
Interest in oxtra curricular 
activities dssirsbla. 

Application forms and 
further details available from 
the Headteacher (SAB 
please). 116775) 160036 


BURY 

An Equal Opportunity 
Employer 

EDUCATION 

DEPARTMENT 

TEACHER (MAIN SCALE 
+ Incentive Allowance HI 

n r r ° r „. l8t 

88 or ■■ soon as 
gP-ible o* Millwood 
nnlS? Fletchar Fold 
Road, Oury BL8 BRX. 

„. A . w«H qualified and ex- 
Pfflsncod teacher le r«. 

Ry^or'or^-n 0 ! ^“Ponetb "■ 
“/ [? r organising a team 
of teachers end nurtsrv 
nurses. The euccessruT an? 
P' lc » n t .win also "to r?. 

Sr*-- r ^ffiarafflS 

WWS- 0 nd fOr and Ch il d „Tf,‘: 

pie learning difficulties. 

nft? .“ nd p o*urnable to the 
Education 

Sih BBl ' M aup5 ' “«■» OaSI by 
?l t Ssni? ,OVBmhBr ' 10077 
claBft U 160036 


EALING 

LONDON DOROUGH 
eoucatjon service 
MANDBVILLE SCHOOL 
4HW 0t ' LanB i Northolt UBB 

fi-SU- od . ,or Jhhiiary 1 BBS a 
teacher for the dny to dev 
running of a class group. The 
teacher appointed would ba 
P“T l of the teem In the upper 
sohool with a group or 

SShJni ,s !/ up ^P rl,v “ The 

scnaai u well ra&aurood with 

a warm wator pool snd up to 
date equipment. Thors le rug. 

. cornmltraont from s 
sossoli therapist, occupstlon- 

Siid' . phy ® 1 olh «raptat 

Bn p,. o full-tfms nursa. 

Visits to the sahaol mast 
welcome - telephone tha 
Hand on 01-864 4Sfll ror an 
appointment. 

Main Salary Scale plus tn- 
Allowance tn B 

£1.918 London Allowance. 
Relocation expenses pay- 
able subject to conditions, 

f or ™" from the 
school (BAE) ta be returned 
by 7 November 1987. 

Ealing Council wolcomen 
sppllaetlons from all regard- 
lane of sex, race, nthnlc orl- 

S ln, responsibility for depan- 
•"ts, "om people with dla- 
sbllltlea ana from lesbians 
end gay men. (19680) 160036 


HAMPSHIRE 

MIDDL ^SPEClAlI SCHOOL 
Datcenburq Avenue, 

Required .Enster 1988 Main 
+ . D allawanoa 
(£1,000). A teacher for a 
Class of approximately 16 9- 
10 year old children with 
moderaie learning dlfflcul- 
Ilea. 

Further details end ap- 
plication forma available 
from the school . 

The County Council pur- 
suits a policy of equality of 
opportunity. Applications 
particularly walcame from 


poop to with disabilities. 

. Closing data 6th Novem- 
ber. (80106) 160056 


HAMPSHIRE 

SOUTH EAST HANTS AREA 
MIDDLE PARK SCHOOL 
Middle Park Way. Havant, 
Rants 

Tel: Havant 485773 
Apply Haadtaaaher Mr Pollard 
Required Beater 1988. qual- 
ified, experienced toaahar. 

Salary: Mato Scale *r B 
(£1,000). 

Closing date) 6th November 
1987. 

Please apply to Head- 
teacher, enclosing e.a.e. for 
furthar details and nppllatlon 
form. 

We pursue a policy of equal- 
ity of opportunity. Applica- 
tions are particularly welcome 
from people with disabilities. 
(92999) 180036 


County Council 

Opportunities Employer welcoming 
-plications from all sections of ths community 

COMMUNITY 

CO-ORDINATOR 

’ ft* ^ Salary: Scale 5/6 
.^ 7 $o-£l 0,647 per annum (pro rata) 

hours per week at Burnley Bar- 
aen High School, Heald Road, Burnley. 

Arihiu 8 n0v ^ p08? “ Initially for 12 months. 

and details from District Edu- 
t4 Nicholes Street, Burnley. 

*: 2nd November, 1887. 



EDUCATION DEPARTMENT 

MAIN SCALE - 

Lowerplace CP 8flhoo1 14-10 y«6faj, Klngsway, Roohdito OLIfl 4UU 
(Tel. Rochdale 461741 

An dnthuilBBtle and dedtaatad primary Mar '» rtqulred from 1 
January 1888. Exparlance of toachlnfl the earfy ywra vw>uld be doilr- 
able but the port Ib hi I table for h Aral teaching appointment 

CO-ORDINATOR OF ENGLISH - 
MAIN SCALE PLUS ALLOWANCE B 

«»aata£sar' M,m, “ *“ L ■ n, ■ 

fo laid a targo looiii y. 



I.ANCA8I1IRE 
^Htv COUNCIL 

PMeatlotiS t.^W'ng an- 
Of tha cofflmunt'V.MruuDi 

-Tho clpsino data fo. 
188??" 1,0 J " November 

_„? or . oppllcation ram ib 
anti addreseee to whom 

S25 l l p,B * #E L ,, i r,n * Uioiildba 
■ant, sand S.a.E. (foale- 
ESKJ » the Chief Education 
Officer, P.O, BoxAl rni.n. 
ty Hall, Pr eatan pr’i snj. 

SPECAL SCHOOLS 

_ hfORECAMBE AND 
REYSHAM SUNNY FIELD 
Morecambe 

f85 an Roll) 

Required aeaoon as 
poesible 

Special - Main Scale + 
Incentive allowance D 

HASLINODEN VALLEY 
Hoasendale 

CBS on Roll) 

let January 1988 

BOYS F.E. /GAMES 

_ let January 1BBB. HOYS 
n M * ln Scale 
t* Incentive allowance B - 
Rcaponelblo for Boys P.E / 
Pi™*? throughout the 
school and class of 13/14 
yoars old with moderate 
[earning difficulties. lil 
terest Igj outdoor pursuits 
ana environmental studies 
desirable. (16574) 160036 


WARWICKSHIRE 

MARIE CORELLI SPECIAL 
SCHOOL 

n . preyton Avenue, 
Stratrord-upon-Avon CV37 
9PT 

Tel: Stratford 805998 

ion! ,ulr,li from January 
1988 an enthualastlc and 
anargatle rull-tlma teaehar 
to work in thia day special 
,0 r oh,l 0f«n with 
moderate learning dlfricul- 
tlea (agaa 3- 16). Incentive 
Allowance H. Experience in 
teaching or BngMah, Raad- 
ina and a know lodge or 
Ubrary akltls la essential. 
The applicant also needs ta 
be able to orrer Needlework 

?Sthu #,,c, V Clt,lln ll d»te 

IGth November. 

Warwflokflhflro fa. en equal 

?mar itloa ^tisseu 


WALTHAM FOREST 
EMpfiy A E L R 0,,P0RTUN ,TY 

Waltham Forost le a multi- 
racial area and we are anxfoua 
to ansuro thfe la rofiacted in 
our Workforce. We welcome 
BDplltBtlons from people re- 
■■rdiesiof race, colour, creed, 
•\hnic or national origin, age, 
marital status, asx 
"wtl orientation 

CBNTHE tLt,SC,,OOL AND 
Macdona I d fl one . Lo ndo n B 1 7 
H a ad i Mr F. Turner 
POSSIBLE 15 A ® OOON AB 

London Allowance. Tempowy 
jccommodst Ion may be avalt^ 

„ DEPARTMENT of CHIL- 
DREN WITH LEARNING DIF. 
fhSHfcT 1 . 6 ? tM °DERATEl lor 
?Jl5® ■*»s'« m on* to work with 

Sn-Ti r . y fhtldren. The 

soekina W«f h i B fa , r taochers 
/lf«l_appnlntmont in 

ti.«S?S£W field, 

rno ■chnol offers s stipportlvo 

£-lf. rvle * draining programme 
to ■U new entranta. 

iB ? large Special 
?l£f^. , . catB £f nB ln * "umber of 

S2EWA. for 

aome 300 children with a wide 

2H2SJF ? r aP««lal neode. The 
achooi also acts aa o resource 
r ? r .P"rents and profes- 
sionala Interested in iha spe- 
cial needs field. Whltefleld'e 
■nultl -disciplined approach la 
reflected in the wide enge of 
^bdpllitei repre- 

Including 68 teachers. 

...7» hB . ,n '"“j; v lca training foci- 
Ml.- 1 "«“«Jlnil ® apodal needs 
library and informailon service 

»ifi- oba,ll ¥ wl, " out narnllol 
in Inla country. 

Application rorms end rurth- 
"I? 11 * bB obtain ed 

1-25? c - Colemon at tho 

Ro f? B i 3/89/ T f 

I^ggf I8LE>HOU£IE 

Aldora Avenue, Woodford 
green. Essex 
Head: Mr F. Jefrroy 

VSSBSSS* Afl fioON As 

TERMfl > 

TEACHER - MAIN SCALE plus 
Alio w«n ob 0 and Outer London 


•> iuwaiito » an u uutar jLanaan 
Allowance, required for reeap- 
in t»rta achool for ape 
physically handicapped chll- 
dnan. Experience with children 


wnn emioron 
with special needs an edvan- 

tflfldi 

«J“J ,hor <•■*■•»■ and an plica - 
Teacher” 1 * BWOiJ,bl « rr «»" Head 

Ba !%rAT° dBtBI Ref : 

.To aaalat in racrultmant of 

S k ?2£!l Bra 'n t, L ,a Authority a 
laygroup hae been opened for 
jJSJTS ■ woe kl during term- 
i4ma from fl.30 asm. - 4,30 
& PPOVldina Tor teachers 

ffi'ftS? rrQm yMra 1 °6 , 0 n (f« , 6 


Headteacher 

F0RDWATER SPECIAL SCHOOL 
Chichester 
Salary; Group 5 

Applications are invited from suitably quali- 
fied and experienced teachers for the post of 
Headteacher of this 2-19 special school for 
children with severe learning difficulties (23 
on roll). The Bchool Ib well-supported locally 
and enjoys close links with the community 
both In Chichester and the surrounding dis- 
trict. It is Intended to make an appointment for 
April 1988. 

Application form and further details available 
from Area Education Officer, Ambassador 
House, Crane Street, Chichester, West Sus- 
sex, P019 1TP (e.a.e. please). 

Closing date: 6th November 1987. 

(839211 

west Sussex 


D0RT0N HOUSE SCHOOL 
ROYAL LONDON SOCIETY FOR THE BLIND 

Incentive allowance B 

A Teacher of Craft and Design Technology fe 
required from January 1988 at this Boarding 
and Day School for the visually handicapped. 
Some partially sighted eftiidren are entered for 
GCSE Art but in addition Craft, Pottery and Art 
forma a vital part of tha curriculum for ail chil- 
dren throughout the School, 
the post offers a real challenge to develop new 
approaches to the teaching of Design Tachnot 
ogy to the visually handicapped and candi- 
dates with flair and imagination art sought. 
Experience with the visually-handicapped i^'an 
advantage but Is not essentia!,'; 

For further detail? and application form vyrtte 
to The. Headmaster,. Dorton House S^hool, 
Seal, Sevendaks, Kent — tbwhom ffrmpleted . 
forms shoLild be returned by Frfday Ootober 
9th. . 









THE TIMES EDUCATIQNALSUPPLEMF. 


SPECIAL EDUCATION 

rontlnued 


K3RKLEBS 

METROPOL1TAH 

COUNCIL 

niTXRCTOn ATE OK 
EDUCATIONAL SERVICES 

FAIRFIELD SCHOOL 
Dal«Lnno, Heckmondwlke, 

W. Vorka, WFlfi SPA 

Rof: 10B9 

RE- ADVERTISEMENT 

Required for Jtnuary 
198 8 or aa soon bb passible 
thereafter. n teecher to ba 
r«Bponatbl« Tor a class of 
itiUdran with profound and 
multiple laarnlng dlfflnul- 
tlaa. 

Salary will ha gnu in 
accordance with the 
Teaetiera Pay and Condi- 
tio na Act 1087 on the main 
scale plus allowance B. 

Application forma and 
further details (SAFE 
please) from the Director of 
Educational Service* iRoti 
PT1, Oldest a House, 9 Old- 
qata. Huddersfield RD1 
AQW to whom completed 
forme should be returned 
within 14 days of thin 
advertisement. 

Klrkleos operates an 
k Equal Opportunities policy, 
full details of which will be 


SHROPSHIRE 


DIRCHBANK8 

saHOP 

Stlrchley 

Telford. 


■hire TF3 


Teli Telford 391 B81 

Required lor January 
1 98 8, or as soon aa possi- 
ble. Permunonc Full-time 
Teacher (Main Scale Plus 
Incentive Allowance B) to 
work within the school i 
Further Education depart- 
ment, pupils 16-10 yaars. 
An tntareet In P.E./ 
Movement eotlvitiee an 
advantage. 

Application rorms and 
details from the Head by 
telephone: or letter an noon 
aa poesIblD- (90837) 160036 


Main Scale 


DERBYSHIRE 

COUNTY COUNCIL 

Please see composite advert 

under Secondary . 

(16619) 160040 


rtjfljfntFOIlDSHIRE 
psTbakspeare school 
S allows HIM Lane. Abbots 
Lenainy WD3 OKU 
Required January, Teacher In 
this ell one school for children 
with severe learning difficul- 
ties. Main Scale + London 
fringe allowance £309. Whilst 
experience in this field would 
be welcome applications from 
teachers In tha primary sector 
who would lika an opportunity 
to gain knowledge of working 
with pup lie with special needs 
will receive serious considera- 
tion. 

An Interest In P.E. Language 
development and the use of 
computers would be an asset. 

Application form and furth- 
er details from the Head- 
teacher on receipt of e.a.e. 
(19079) 160040 


LONDON W0 

BLOOMSBURY HEALTH 

AUTHORITY 

THE ROYAL NATIONAL' 

THROAT, NOSE AND EAR 

HOSPITAL 

Oray'e Inn Road, London 
WC1X BDA 

NUFFIELD HEARING! AND 
SPEECH CENTRE 
QUALIFIED TEACHER OF 
THE DEAP to Join a multldlscl- 


| 

:,»r: 

•r . 

.•.r . ■: 

" ,-i - A 


full detn 
supplied 
( 16608 ) 


led to all applicants. 
18) 160036 


DONCASTER 
DONCASTER COLLEGE FOR 
THE DEAF 

Leper Way , Doncaater 

MATHEMATICS 

DEPARTMENT 

Teacher required for Bailo 
Mathematics work, to R.B.A. 
and G.C.8.B. Level, with deaf 
students oommanclng January. 
Applicants are required to 
have a Diploma In Deaf Educa- 
tion or be prepared to under- 
take the required training 
through an in-aervice course. 
Basic Teacher's Scale plus 
8. 5. A. 

Letters of appllcatlo a ta Mr. 
R.B. Dickson, Director of Cal- 


lage. enclosing 
vitae. (20493) 


curriculum 

160040 


SOUTH GLAMORGAN COUNTY COUNCIL 

REQUIRED FOR JANUARY T988 OR AS SOON AS 
POSSIBLE THEREAFTER 
HOWARDIAN HIGH SCHOOL. CARDIFF 
{11 - IB COMPREHENSIVE} 6 FORM ENTRY 
SPECIAL NEEDS CUSS TEACHER ; MAIN SCALE + 
ALLOWANCE B 

Applications are Invited from qualified teachers for the post 
or teacher In the Spoclal Educational Needs Unit ettachedto 
thlseohool 

The post Ib temporary for two terms. Further particulars on 
request. 

MEAD0WBANK RESIDENTIAL SPECIAL 8CHOOL CARDIFF 
TEACHER : MAIN SCALE ALLOWANCE B 
Teacher required for this ell age apodal school, which cetera 
for pupils with severe- epeeoh and language disorders. .< 

An Interest in Physical Education, Music or Art and Craft 
would be an advantage. 

Candidates must be prepared to be flexible in the allocation 
of responsibilities and age range of pupils taught. In line 
with tne changing needs of the school. Candidates must else 
be committed to gaining a qualification in Pagat Gorman 
Signed Speech. 

Additional payment will be made far extraneous duties. 
Application forms may be obtained on receipt of a stamped 
addressed foolscap envelope from the Director of Educa- 
tion, Education Offices, King sway, Cardiff* CF1 4J'G, to 
whom applications should be returned within 10 daysof the 
appearance of this advertisement. • 

Applications am welcomed from suitably qualified people 
regardless of their sex, marital status, race, religion, colour 
or disability. _ 


Re-advertisement 

THREE SPIRES SCHOOL, Klngsbuiy Road, 
CV6 1PJ. Tel! 0203 59495? 

Assistant Teacher 

Required January, 1988 or qs soon as possible to lake 


B 1 Inary team at our Ealing 
nit. A small group of pre- 
aahaal children and thair pa- 
ronta stay for a fiva-day Infor- 
mal couraa for parental sup- 
port and guidance, auditory 
training and assessment. The 
teacher |, Jointly responsible 
for the programmes and also 
aaa lets medical staff In clinical 
Bisassmant or Unit patients at 
the Nuffield Centra, Non- 
resident post. Mein grade sal- 
ary. Whitley conditions, 33 
hours per week; 6 weeks 
ennusl leave. 

Job daacrlptlon and applica- 
tion form from the Personnel 
Department. Tell 01-837 
8833, Ext. 4131. 

Closing date far receipt of 
Bggllcstlons: 6th November 

WORKING TOWARDS 

EQUAL OPPORTUNITIES. 
(19100) 160040 


Independent Schools 


ESSEX 

BRENTWOOD SCHOOL 
(HMC) 

Required for January, 1988 
(or as soon as possible ihcra- 
nrteri, GRADUATE to be 
HEAD OF THE NEW 11-16 
GIRLS' SECTION, starting 
with 23 girls In September, 
ISAE, ana expanding annually 
to a maximum of C. 2S0 girls 
(The Vlth form will continue 
to be co -educational). 

The poet provides a chal- 
lenging opportunity for an 
experienced toachor with 
proven management skills. 

Applications, together with 
curriculum vitae and tha 
names and addresses of two 
referees, as icon as possible, 
to tha Headmaster. Brent- 
wood School. Brentwood. 
Essex CM13 SAB . 

(90087) 180010 


Deputy Headships (Inc. 
Second Masters/ 
Mistresses) 


CHESTER 

THE QUEEN'S SCHOOL 

City Walls Road. Chaster CHI 

2NN 

Tel: 319078 

Tha poet of DEPUTY HEAD 
will became vacant In 
September. 1988 on the re- 
tirement or the present hol- 
der. Applications are Invited 
from wall qualified, experi- 
enced graduate teachers. Sen- 
ary - Deputy Head Qroup B. 
Apply by letter to tha Head 


Mistress at the school, giving 
full details Of qualifications 
end experience, the teaching 
■ubjeat orrered and tha 
names end addresses of two 
professional referees. Furth- 
er particulars about the post 
will be sent on request. 
(90403) 180012 


HONG KONG 

Vacancy for Principal of la- 
land School. Hong Kong. 

Bee 'Overuses Posts Sec- 
tion'. (90706) 180010 


Remedial and Special 
Needs Teaching Posts 

Other Assistants 


LONDON NW11 
MBNORAH ORAMMAR 
8CHOOL FOR BOY 8 
Beverley aerdens, London 
NWI1 BOO 

Raquriss from January 1088, 
a teacher of Special Needs 
able to work affectively In 
class groups, withdrawal end 
support groups with pupils 
who have learning difficul- 
ties. 

Apply In writing with C.V. 
and two refraeee. 

(19339) 181094 


NORTHAMPTON HIGH SCHOOL 


The Governor Invite 
applications for the post of 

HEAD 


;.v 


Tenable from September 1988 on the retirement of 
Mias S Llghtburne, MA 

This Is a C. of E. independent day school for 750 girls, 
founded in 1878. The age range is 3 - 18, with a Sixth 
Form of about 100, The school will be moving In 1990 
to newly built premises on a campus of 23 acres, at 
the edge of the town. — 

Candidates should have a record of achievement in 
education and be able to demonstrate qualities of 
active leadership. 


The post was previously advertised at a Group 9 sal- 
ary, but following a review of pupil numbers the sal- 
ary level will be for a Group 10 school, with Govern- 
ment Superannuation. 


dass within this school wrach has an extensive Outreach 
Programme and Is foTprimaiy aged children with 
moderate learning difficulties. Tne post entails 
developing strategies lb facilitate early intervention, 
accurate observation and assessment and a subsequent 
appropriate learning programme. The candidate 
appointed will also be expected to initiate and develop 
pre-school programmes and work with the necessary 
local authority agendes. Main Scale plus allowance B. 
Candidates welcome to visit school by arrangement with 
the Head, Mr. Chris YAtfiall, from whom farther details 
are available. 

Apply by letter together with hill curriculum vltae-aruU 
.'parries and addresses of two educational referees, one : 
orWhdfn should bepreserit/last Head Teacher to the • 

Hi»d Teacher at the school .withln io days of .. 

appeaihnce of advertlsemeiiL Enclose S.A.E, If . . 
acwiowledgementrequlrqd^ .Canvassing disqualifies^/ 
Previous applicants need hot ft-apply - ' SjA 

applications will. ; 
automatically be •, “* 

carried forward. ' 

We welcome Ifc. Jk '**" 

applications from ' ■ - 

men and women - jHIt 

regardless of — f i "piu- 

disability, race or City of J -/ ) 1 

'marital status. yZM r* 


CRANBROOK SCHOOL 
KENT 


1**1 




A coeducational Upper School of 300 boarders and 420 day 
children! Including a Sixth pbrrn of 300. • 

The school was founded In 1520 and is now Vtiuritary Aided. : 
Applications aie Invited for the appointment of : - 


City oVJLJLl 

Coventry 


which becomes vacant on 1st Septembec 1988 . 

.•< Adi details and application form may be obtained (rani 

u 5 .: . The 

: .<^nbrdok School; Cranbn>ok t Kent, TNtf 3JD 
'• • i ; i . ■' Tjii 0580 713334/712554 . 1 

• " Go^dUetoriiip^^ 



ST. COLUMBA’S COLLEGE 
DUBLIN 

APPOINTMENT OF WARDEN 
(PRINCIPAL) 


Applications are invited for the post of Warden as 
from 1st August, 1988. It is intended to make an 
appointment early in 1988 and the closing date for 
applications La 20th November, 1987. 

St. Columba's College Is a Church of Ireland co- 
educational secondary boarding school, with a 
number of day pupils, the present numbers being 
about 300. The Warden Is a member of the Head- 
masters' Conference. Details concerning the 
school can be found in the Independent Schools' 
Year Book. 

Application Forms, particulars of salary and 
further information about the post may be 
obtained from: 

The Secretary to the Fellows, St. Columba's Col- 
lege, Whltachurch, Dublin, 16. Republic of Ireland. 




Bedford High School 
GSA - 1052 Girls (Day and Boarding) 
SENIOR TEACHER 

Required from 21st April 1988 or 1st September 1988, to 
work under the Deputy Head, and to ba responsible for the 
administration, organisation and discipline of the Senior 
School (11 to 16 age group). This is a new post. The success- 
ful candidate will Be expected to co-ordinate the work of the 
Year Heads, and to teach her/his Bubject to GCSE and A level 
standard (French or English particularly useful). 

Salary, Harpur Scale. (Enhanced Baker Scale, with Senior 
teacher Incentive Allowance.) 

Apply with full ourrloulum vitae, names and addresses of 
two referees, before closing date of Wednesday lltn 
November 1987 to: 

The Headmistress 
Bedford High School 
Bromham Road 
Bedford 
.. MK40 2BS 

16391 A) 


HARROGATE LADIES' 
COLLEGE 

INDEPENDENT SCHOOL 
FOR GIRLS 

(400, mainly boarding) 

On the retirement of Miss I. Crawford, 
applications are invited for the post of 

DEPUTY HEAD 

(resident) 

which becomes vacant on 1st September 
1988. 

Further details can be obtained from the 
Headmistress, Harrogate Ladies' College, 
Clarence Drive, Harrogate HG1 2QG (tel: 
0423-504643). 


Ring’s ^cfjool 

^Rocljesfer 



DEPUTY HEAD 

On the appointment of the present Deputy 
Head to tne Headship of Birkenhead School, 
applications are Invited for the above post in 
■1 this HMC Day and Boarding School of 600 IS- 
IS: Vlth Form Girls). 

. : The past becomes vacant In September, 1988- 
.Further details can.be obtained from the Head- 
■ master, King's School, Satis House, Boley HJI[» 
• Rochester/ Kent ME1 1TE or ring (0634) 43913. 
.Closing: data for applications,. 9th isiovernber 

y. «/>,J : .'i v * *1*. 

Vi t&et ■ ' " J -ff.il H 


T flK TIMES EDUCATIONAL SUPPLEMENT 23.10, 87 
independent mmmmmmm 

Craft, Design & 

Hampshire Technology 

Heads of Depart, 

*v q BaDtoniUar. Exiwlmii'ocl — 

°E.*natIc. qualified full limn 

SSETr IO co-urrllnut.. tin. 

Naodn iiidvIhIuii ICooEh 

thraU □ h O U t Hit) HClMMlI <111(1 tit 

■IriT with cI0*h lanvlinrri itf i.-p, or. 

tnlora with dapartmatn- 1 E, ‘ H rL n 8C 

.j hands lo caro lor i>uiiIIh HUAI) OF C 

iJlth spacial iMtnda, munii-liilly *- 

jJiiMlCH. RohIiIoiiI nr non- a„ 

^aidant. School Hiilury ni-iiIh. (|uii| l lVlt.(i* , ui , ». 1 i n «^ 

TBp aeely •» tl... Ilmnl- .V.IIIVu.cIh ru’ .ln 

natter with nunuiM. utl.IrcHHim c.Mi.r. front ■ 

a a!Ss n :u V " 

( 30889 ) laiuiti j n nxtrn ciirrlctili 


By Subject Classification 

Art and Design 
Heads of Department 


NORTHAMPTONSHIRE 

OUNDLB SCHOOL 

HEAD OF ART 

A well qualified mid ax- 
porlancad loach a r |a ro- 
qnlred for ttiB pont nr 
Hand of Art at Otindln 
School from Soptomiier 
1988. The Department lit, ft 
to autBtandina record nf 
luceasa at 'O’ utui *A' 
Laval, booiI rnt.-mtlHN un *l 
lha opportunity fur In- 
volvement ncruHN a wuto 
range of achuol ncllvlt Inn, 

Accommodation la nvnil- 
able for n Imclielor „r 
I married poraon. 

tV'hfr (Into II n inuy ba 
wtainad on roquaBt. 

. APP" c «lj 0,, a nliould tie 
. n.fnrfi 1 . 0 ■■"odmailrr, 

‘ School. Onndlo. 

Patarborouoli l'R8 4liN.. 

SiV w '*'t rull currlcu- 
Wf. v llno and namaa anti 

*10 83 8** * ° f lVV ° ' "fiTO 


Classics 


IJirooNSEai 

fLD Wl0h c °*'aoa, London BE9 1 
^■Mrimeni of riva sradu- 

“•w which*! Ua own aalarv 
W lncTt!dS h thJ[ B i«J?f ,v S Bakar 

«u»*»rSSco 

Niaian Further 


^PUtor Studies 


Craft, Design & 
Technology 

Heads ol Department 

ESSEX 

I'CI.HTIZI) SCHOOL 
IIUADOFC.D.T. 

'V' »xnni-inni:nd, w«n 

H. utVin'rV; r’" 1 " "• 

ot r' i, -r ‘•“‘lulrad nn Haml 

h *'l ,tn 'nhor 

I. ii J 1 .' 1 ' 1 (lopartmcnt la 

wtill uqiilopaU. flnurlstvinD 

‘•t , «vln° nildltlunul npi?S 
An Iiitaraat 
In i*Jitra currlL'iilar actlvUy 
In oANnnilul. ,,vliy 

■vAKsisr-afsga, rc 

.i.li ,,, , r ,or rtatulU aro avail- 
iililr from, and applica- 
tioitN. tounthar with a Tull 
•'itrrlL-iiluni vitaa and tlto 
nn in m nnd uddronsea of two 
elioulrl be sent to, 

Dunmow, Ehbox 
LM* 3LL. (20986) 189118 


Economics & Business 
Studies 

Heads of Department 


GUERNSEY 

ELIZA DETH COLLEOE 

Guarnaoy 

670 Doya 

For January 1908 nraduate 
nooUnd to bn (lead oF Econo- 
mics. a Ian to toncli History for 
UCSE and ‘A* lava). Currently 
4 Sixth Form acta prepare far 
Ecnnoitilca at 'A' lavol. Help 
with imniafl end otlior acttvltlea 
welcoiiiod. 

hnlitry aucordiita ta asporl- 
anan. Aaalntunco with rainoval 
costa. 

I’rnfarnncn will ba alvan la 
Hultulila candUlaloB having 
(liiariutny ranldonttal qualified- 
Ilona. 

Curriculum vitaa with 
namaa, addreaaea and phone 
iiumbnra nf iwo roferaoa to tho 
Frliu-lpnl nnd marked 'Econo- 
in lea Vncancy 1 on tha onvalopa. 
(908631 1 89218 


Other Assistants 


BIIKOPSIIIRE 

HiiuF.w.snunY nciiooi. 

IIUblNEKh bTUDlUb 

Klirowabury Si lion I ra- 
qulrne In haptnmbnr IF»8B, a 

S raduata »« tracl. liunluoaa 
iiiilltia In a wall aatab- 
iliilind dapiirlmant will) 30- 
60 Mxlli Fni'ni A Invnl caildl- 
■Inina. 

. Tlir auciaiiafiil applicant 
In llkaly lu hn a graduate In 
IIUMliinaa ftiuillna ur Man- 
»« Srlaitca or ono 
ualunaa axitarlanaa. 

Aicninmiulnliiin avail- 
Ahla. Own nalary acalo, 

Ap|illi atlmiH with C.V. 
ami tha namaa. ndilrnnnoa 
■ ml telnplinna numtinra of 
Iwo rrfarnaa should lie pant 


Iwo rrfarnaa should lie eant 
to The llandmaatar. Tha 
Nclioula, Ulirawabury. 

shropahlrp HY3 70A. from 
whom further deinlla may 
ba obialiiad. 

(20898) IB9994 


English 

Heads of Department 


HEVENOAKS SCHOOL 

An HMC co-educatfonpl 

Boarding and Day school 
with 900 pupils (including a 
Sixth Form of 4o0) 

Requires Cur September 
) 980 • young man or woman 

SNOLIBH 

lo lend and co-ordlnato 
(he work of m largo, enthu- 
alaailc tlaparlment which 
has ■ long record of oevia- 
Ing end developing Ha own 
(earning maiarials and ex* 
■mlnnflon ayllabusea. sei- 
■ry afgniricantly above Bak- 
er, and housing available. 

Further ' datalla may ba 
obtained from tlie Jf«ad* 

F/misWP™ 

Applleatlona should bo 
acroqipanied by full tv and 
namaa, addressee and tele- 
phone ouoibara of (hrniy re- 
ferees. ( 1 6027 ) 183418 


Other Assistants 

— Kassa Rood ’ "■•"»»»«»« 

Guernsey SSSSf ” - dmnsr for tw ° 

SSS5S rH COLLEOE 

6 70 Bays* V B m B ° n^opajtmont of 4. 

.r.uu.to issi“b.raj:s 

□Csr >nrf°i English for ° , .? r n ^ *ho nubjact to ocsB 

Gamf* n ? „ h A 1 “ VB| - H"lt> with bo consltlorod. Th|f 

other activities fould become a full -time 

B(»Ra^a ren oanrii 1 } 1 bo Blvon lo Sn°(f a ' ****** curriculum vu'ao 
° oandldatas havlna °i*b names of two riropan. 

O uar naey pbh idont la i qualified (90713) 182624 

Curriculum vitae with _ 

n:sar.y,v;ysrf:s. NonTHAMrTaNaHiRE 

VeCQ C . r P y' “SS 

(90866) th ® en y| l a °A e 4 QUNDLE SCHOOL 

" — inAa l, li ,r 5 d for Boptombor 

lonoonswi if. Lj.atf’irar Las's; 

Required for January mss *° Oxbrldgo 

ex^rlenced EngU.h teU'e^fi «Ad13a?i w^al^SriSi 
Frinch*. Scale T" Jun,Qr ^ >b% da- 

A p Ply with C.V. and rafa. G.C.S E " d l,wl,lns of 
&n«jS. aa 2? , 1S ,ra J , Sf Hellenic 

don Svhx q P bd Te r "“o , l I 3 , Bl abiV :C ta ,,, h ,t V?. ,,t,orl ia av “ 11 - 

3044. (16336) T6 ‘- " nd 

MORAY »TaS!S'n.SS*iR, fcM" 

IS®®-- ssfliar 

4EN - 

terest In or experience of pro- 
Wl1 hB B . n advnn- 
„"® 0, f 1 will o general willing- 
neas to contribute ta extra- 
curricular activities. Oordon- 
?nS u 1 ?5 la ry. education 

(“T"* 1 » ,r chil Id ran at Aborlour 

?o«) ^ w 5S?SS.°n U a?oun Pro .? 

B^m5 ,y o^ r S& d mo r 3i B t^i^^ ,D “• , ■ Mathematics 

Appliaetlone. alua the 
252?®“' addressee and tola- 

Oordo‘nstoiin th 8cho B 1 dm Sf t ?* ; OtherAssfstants 

WP. p 5 y 1V30 9RF, from wfi oni ■ 


LONDON 8W 10 


MW* BRF. from whom 
^SLaila are available. (Tel: 
0343 830 443). (90990)189494 


OXFORDSHIRE 

RADLEY COLLEOE 

Raqulrt, In September 
1088, a good honours 

S reduata ta teach EN- 
GLISH throughout tho 
achoal. Particularly suit- 
able for someone seeking 
hie or har second teaching 
poet, though first post 
candidates will be canal- 
dared. 

Applications, with full 
o.v.. namaa, addressee end 
telephone numbers of two 
rofaraee to Tha Warden, 


referees to Tha V 

S!riH,Sfr 1 i*“ , 6xA 


from whom rurthor datalla 
muy ba ubtnlned. 

(90637) IB9494 


SPRING 

a imliriai 
aiilor 
lndanen 
Tal ! 01- 
(90400) 


f?Sed T,l «r.«.h ,g Vaac f h U .V 

lor Dapartment Harrow 

rvtf&M&tr Bohoo, • 


AVON COUNTY 

ST. BRANDON'S SCHOOL 

Clavadon 

Olrla' Boarding and Day School 
Required for January, 1988, a 
graduate teacher o( 
MATHEMATICS, who would 
be able to teach this subject ta 
d.C.S.B, level and to be re- 
sponsible for the teaching of 
COMPUTING STUDIES 

throughout the school. 

Salary will be baaed on tha 
new D.B.8. Scale with an In- 
centive allowance available for 
a suitably qualified candidate. 

Applleatlona. In writing, 
with full curriculum vitae ana 
the names and addresses of two 
referees, should be sent toi 
The Headmsator, St. Bran- 
don's School, Clavadon, Avan 
0891 7BD. (96308) 183424 


CUMBRIA 

8T. BEES SCHOOL 
(H.M.C.i Co- educational i 400 
pupils need It- IB) 

Required far September 1008 a 

? ood honours GRADUATE to 
each MATHEMATICS up to 


Geography 

Other Assistants 


LONDON 8W1B 

WIMBLEDON HlOH SCHOOL 
O.P.D.S.T. 

Wanted for mld-Fobruery 
1088 (to cover 8 months 
Maternity Leave) graduate to 
taoch Geography throughout 
the secondary ana range and 
Gsoloay at A Laval. Baker 
scale, Inner London 
Weighting. ... ... 

Apply In writing With CV 
and namaa, addresses and 
telephone numbers or two re- 
ferees tot The Headmistress, 
Wimbledon High School, 
Manas! Rqsd. London 8WIB 
4AB. (16938) 189694 


Required far September 1988 a 

fo« h M B EiSX^ D c u B A I? *(S 

A level. A suitably auellflad 
candidate could, ba offered a 
share of tha taaahinn for 
Further Mathematloa and tha 
Oxbridge examine t Iona. 

A full commitment to tha Ufa 
of a boarding school Is eaaan- 
tlol ond tha anility and willing- 
ness to make a strong contribu- 
tion to sporting and extra- 
curricular activities will be 
moat advantageous. Own sal- 
ary scale. 

Apply with curriculum vitae 
and tne namaa of two rerereaa 
tut The Headmaster, The 
Bchoal Hausa. St. Dees, Cum- 
bria CA97 0DU. (Teli OB46 
899963). (16788) 1B3494 

HERTFORDSHIRE 
ABBOT'S BILL SCHOOL 
Hamel Hempstead 
airls Independent Boarding/ 
Day - 11/1 6 years 
Exparlencaa full-time teacher 
of MATHEMATICS required 
for January 1988 to teaoh 
throughout the School toOCBE 
level . 

A full commitment to extra- 
aurrloular activities la Imp or- 
ient. Possibility of accom- 
modation. 

Applications with full curri- 
culum vitae and names and 
addresses of two rerarsee. to 
the Headmistress. Abbot's Hill 
School, Bunkers Lana, Hemal 
Hempstead, Herts. HP 3 0 RP. 
(90649) 183494 


KINGSW 00 D SCHOOL 
BATH 
BA 1 5 RG 

Required for January 1988 
graduate to share in the 
teaching of 

ENGLISH & POLITICS 

throughout the school tp (3CSE and A level. 
Klngswood Is a co-educatlona I boarding school 
with 300 boys 'and 180 girls. Willing ness to. hejp 
with games and boarding duties Would be advan- 
tageous. This Is a. temporary post but there la a 

possibility of Its becomlng.p0rman0|it. . 

Applications by October 3 V. 1987, V/lth cu ^~ 

riculum vitae andthe n^nies of W t0 

the Headmaster, tarn whorp , further details can 
: be obtained. - ■ 1 . 1 1 f : 

Thiflnhone 0226 311627 ...;1 X- - ffffjL 


HMC 610 buysii # a aii 1() 

I A PS 3SO boys aged 8 * 1.3 

,n«a c,u,r ® d for September 

^U^T HEMA TICS° C 'who °ti 
aleo able la offer a major 
contribution of GAMES. 
Tne School J major gariiea 

■r°8!M , »*' hock «'VsndcrIck* 
JA .r OB, L h,, t. ln nilnd B 
candidate who has played 


extensive sport, and enpa- 
tug by. Some PE 
toachinn coultl also ho avall- 
H ii?" w Matha teaching 


y, ll > primarily in tha 

J. 1 ■ '5 aga range, up to 
GCSE. Same Alaval work (9 
also a possibility. 

. Jf C ?, ■**>»■ shove Baker, 
Innar London 
allowance. Passlblllty or 
school accommodation. 

Applications should be 
addressed ta the Headmna- 
tar and Include a full curri- 
culum vitaa as well u the 
names and addresses of two 
referees. Further portlcu- 
f* 3 ** mav be 
obtained from th* Head 
Master's Secretary, Xing’s 
College School. Wimbledon 
v££ irnon ' London a w i 9 
4TT (01-94 7 931 1) 

(20846) 183 49 4 

LONDON W3 
MATHEMATICS 
A well quel I Tied tench or or 
Mathematics required to teach 
the subject to O.C.S.E. lovnl 
end to develop tho subject 
further. 

Tho school, which Is well 
equipped Is expending and 
ther* *ro axe alien t working 
condition! and good future 

E raapscts. Salary, plus full 
jnson Allowance end 13% 
additional Xing Faliad Allo- 
wance. 

Further details and applica- 
tion forms available from 
Acting Headmaster. H.U. King 
Fahea Academy. Bromyard 
Avenue, London W3 THD. 
(90437) 183484 


Avenue, London W3 


MIDDLESEX 

THELADY ELEANOR HOLIES 
SCHOOL 

Hnnworth Raid, Hampton, 
Middlesex 

(BOO girls: Senior Department 
610) 

Required in January Fuil-tima 
Graduate MATHEMATICIAN 
to teach throughout the 11-18 
yaara aga range In a depart- 
ment of 3. The ability to teaoh 
Computing would ba walcoma 
but la not esaentlal. Salary 
above Baker. 

Apply ta tha Head Mlatreaa, 
with, curriculum vitae end 
naraea of two refareea. 
(90399) 183494 


NORTH AM PTONSHIRE 

OUNDLE SCHOOL 
MATHEMATICIAN 

tuqulred Tor September 
IUU8. a well qualiflatl 
<ir«diiaif< tu Marti Mathema- 
(Ira tliri'ugliuut tile School, 
up 'c and lnCludinu "A" 
k«v«i B nn Oxbrldae entr- 
"111 01 . 

has a 

ISfi „{ ptuvi- 

?eSch?nn DB » 'n'ttos Inr the 
iS B ri? Jno .*'>'1 study of 
Mathematics and for pro- 
ject work. 

Arc ora modal ion Is avail- 
able Jo both unmarried and 
married sislf. 

Applications, incluninn 
fho Bcnci or two refornos. 
should be sent to The Hond- 
mastar. Oundln School, 
Oundle. PatBrbnroiigh PEB 
4EN, from whom furlher 
datalla may be obtained. 


OXFORDSHIRE 

RADLEY COLLEGE 

Require a good honours 
graduate to teach 
MATHEMATICS through- 
out the school in September 
1988. 

Applications, with full 
c.v., names, addrasses and 
telephone numbers or two 
r a reroe s to The Ward an, 
Radloy College, Abingdon, 
Oxfordshire OX 1 4 9HR. 
from whom further datalla 
may ba obtained. 

I8063B) 183424 


Modern Languages 
Other Assistants 


DORSET 

MILTON ABBEY SCHOOL 
983 Boys, all boarders 
Required for September 1088. 
a young vigorous graduate to 
teach Spanish to A-laval and 
French to O.C.S.E. Must ba 
eager to play a full part ln other 
a ran* or school life, 

Apply In writing with full 
o.v. Including the names, 
addresses and telephone num- 
bers of three referees, to Tha 
Headmaster, Milton Abbey 
School, Blandford Forum, 
Dorset DT1 1 OBZ. 

(90416) 183694 


ROME 


ST, BEES SCHOOL 
(H.M.C; Co-educational; 

400 pupils aged 11-18) 

HEAD OF MATHEMATICS 

Required for September 1988 a good honours 
GRADUATE to take over a department with a 
successful tradition of preparing candidates for 
Further Mathematics at 'A' level and the 
Oxbridge examinations. 

A full commitment to the life of a boarding 
school Is essential and the ability and willing- 
ness to make a strong contribution to sporting 
and extra-curricular activities will be most 
advantageous. Own salary scale. 

Apply with curriculum vitae and the names of 
two referees to: 

Tha Headmaster, 

The School House, 

St. Bees, , 

Cumbria CA270DU ’• 

(Tel: 0946 822263). 


WAR WIPIf CHI Dp 

THE KINGSLEY SCHOOL, LEAMINGTON SPA 
TEL: (0928) 25127 

G. S. A. Independent day/boardlng school: 

427 pupils, aged 4-18 years 

MATHEMATICS TEACHER 

Required for the Spring term 1888, a well, qua!- ‘ 1 
ifled and enthusiastic teacher of (yiathdmatics to. ' 
teach the su b|ect throug bout the school Jo, Inter- . 

: mediate and Higher levels G.C.S.E. . 

The ability toteach Computer Studies for G.C.S.E. .. 
] In the sixth form la also required. 1 
this full-time position is for cine term only Jn the ■?> 
first Instance to cover for maternity leave, but { jf 
there is a possibility that it may become perma- 
nent. 

Salary: Bekar Maln Scale. -.' hi’f 

Please apply In writing to. the HeadmlstVe^fV^fjie , 
i Kingsley; School, Beauchamp . , .r 

Leamlngfph Sp^CV32' BRD,; wlthAcmriOHJMni L 
. vftae> hanies/addrosses and telephone numbers 
Vof two prof eBslonal refemSS^ 1 ' ; | : : t* 







INDEPENDENT 

EDUCAT/ON 

continued 

LEICESTER 

A 8®?S E TANT ANG U ACES 

‘«?ch German to. 

with ioms Junior JrancHik , 

. Thl. u a temporary 
*wo tar me. hot' a wltoBie 
candidate could h« oonnUtorad 
Tor a permanent post and i'ohb- 
Ibly Head of Ourninn In 
Bap tamoar 198B. 

Candidates ahould. apply, 
anclaalna n curriculum vltoo 
and the names or two persons 
ta whom reference could bs 
msds, to The Headmaster, 
Le locator Orammar School, 
Applegate, Laic eater LEI QLB. 
<099741 1BB634 


Music 

i _ ■j. . ^ 

OttiM 


WINCHESTER 
BT. BWITHUN’S SCHOOL 
Winchester 8031 1 HA 
Tal: (0 962 > 61916 
(An Independent School of 
400 alrla apod 11-18 yral 
Required Immediately n visit- 
ing teacher of FLUTE. One 
rull doya work per weak.. 
I.8.M. rata. 

Ploaae write to the Direc- 
tor or Music with C.V. and 
names or two refereea. 
(303941 189894 


Pastoral 

Other Assistants 


LONDON W0 
TUB GO DOLPHIN AND 
LATYMER SCHOOL 
[fflay Road. Hammersmith, 
London HWfi OFO 
Required for January 1988, a 
wall qualified aradueta teacher 
of FRENCH to loin a lively and 
flourlahlna department. Thta la 
a atria' Independent School of 
700 punila with 300 In the 
Sixth Farm. The successful 
candidate would taach 
throughout the aehool to Adv- 
anced and Bcholarahlp levels 
and be willing to be Involved In 
exchange visits to Fronce. The 
ability to offer another lan- 
guage would be an advantage. 

Salary will depend on qual- 
Iflcattone end experience. 

Apply by letter to the Head- 
mlBtroaa at the aehool with 
curriculum vitae end the 
names, addresses and tele* 

S hone numbers of two re- 
aroea. Closing data for ap- 

E Mention la Friday SOth Dcto- 
ar. (30643) 183634 




jMTfgnLARY'S SCHOOL 
ffls.B.o.s.A.. a. a. a. i 
An enthualaatlc and exparl- 
enaed apeoiallat reaulred In 
January 198B to take responsi- 
bility tor Physical Education 
throughout the school (Group 
6). An Interest In netball, 
tennis and gymnastics would 
bs an advantage. 

Main Beale, Incentive A and 
Outer London Fringe Allo- 
wance. 

Apply In writing, with c.v.. 
and particulars of two referees 
to tn» Headmistress, St. Hil- 
ary's School, Bredbourne Park 
Rood. Sevenoaks, Kent TN13 
SLD. (16702) 184324 


MIDDLESEX 

PHYSICAL EDUCATION 
Required in January 1088 to 
cover Maternity Leave, full- 
time or part-time specialist to 
teach Physical Education 
throughout the school. 

Apply Immediately In writ- 
ing toi The Headmistress, St. 
Catherine's Benlor School lor 
Olrls, Cross Deep, Twick- 
enham TW1 4QJ. enclosing a 
S. a. e. (90306) 184324 


THE TIMES EDUCATIONAL SUPPLEMENT 23,10.87 


LOUGHBOROUGH 
LOUGHBOROUGH HIGH 
SCHOOL 

Required for January 19B8. 
tr possible, a Resident House 
Mlatrees to assist the Matron 
In a Boarding Houae of 
approximately 40 weekly 
boarders <aae range 11-18). 
Some one with Initiative end 
enterprise and wide Interests 
end. If passible, some experi- 
ence with young people, 
would be Ideally suited to 
the position. No weekend 
dutlos - generous holidays. 
Salary according to qualifica- 
tions and experience. 

Pleeae Bnply Immediately 
to the Headmistress, Laugh- 
borough High School, Burton 
Walks, Loughborough LE11 
3DU enclosing curriculum 
vitae end the names, addres- 
ses end telephone numbers Dr 
two referaas. (206211 184034 


Physical Education 


SHROPSHIRE 
BEDSTONE COLLEOB 
(O.D.A., B.H.M.l.fl.) 

Required for September 1088 
at this co-ed u oat lone l board- 
ing school graduate to taach 
Spalnlah and assist In 
teaching French et least up to 
O.C.S.E. level, Could be 
suitable for a young teacher 
seeking e first poet. 

Accommodation available 
et present for single or mar- 
ried teacher. 

__ Pull curriculum vitae to 
.Headmaster stating outalda 
Interests (e.g. Rugby, Net- 
tanll. Selling. Duke or Edin- 
burgh Award Schama). 

Bedstone Collage, Buck- 

( n ?&90 8 > hr ° P ' h,r “ 


Other Assistants 


BRADFORD 

BRADFORD GRAMMAR 
SCHOOL 

Keighley Road. Bradford BDB 
4JP 

A Teacher of Physlaal Educa- 
tion end Games la required 
for lat January 10BB. This 
will be either e permanent or 
e temporary appointment. 
Strong Interest in rugby and/ 
or cricket end/or cross coun- 
try running aaaentlal. Brad- 
ford Orammar School oper- 
ate! ita own salary scale. 

Letters of application 
ahould be sent to the Head- 
master as eoon as poaelbla 
with cv and the nemaa or two 
referees. <10340) 184934 


AudhioneAflleivlBwewfU beheld ehanlyfcriha following Inelrumantel 
leeching appotnlmenU: 

Pull-time from January or April 1988 

DISTRICT HEAD OF INSTRUMENTAL 
TEACHING SEVENOAKS DISTRlCT/HEAD 
SEVENOAKS MUSIC CENTRE 

New Government Pay Seal* 
i equivalent to former Burnham Scale 3 

PerUtlme from Jinuity. 1988 

DOUBLE BASS TEACHER 

Beat Kent Aral (Tharmt) up to 4 hours per week 


Cer oWnenhlp wientfel ell appointments 
CUUINQ 0ATEF0S APPUCATWNB: fiUOAY Mil NOVEMBER 1987 

KENT MUSIC SCHOOL BANK OF TEACHERS 

TEACHERS OP ANY INSTRUMENT AM INVITED Td APPLY FOR IMMEDIATE 
OR FUTURE PERMANENT J8UPM.YJ U&H8ED TEACHING THAT MAY BE 
AVAILABLE THROUGH THE BANK. 

Further deialle and application forma (or ill the above from: The Diraotor, Kent 
Mude Centre, The Mailer's House, CoNage Rood, Maidstone, Kent, ME1B8YQ. 
Tel: MildefoiW (0822) 680404 

IB3748) 


SAINT FELIX SCHOOL 
SOUTHWOLD, SUFFOLK 
Independent Boarding School -360 girls 11-18 

Required for September 1988 - 

HEAD OF BOARDING 

Applications ar.e Invited for this newly-created, 
resident, poet from committed member's of - 
staff who have had sound experience of resi- 
dential work In schools. This Is a post of major 
responsibility ^within the. school,, end /com- 
mands a substantial, salary. The successful 
applicant will be a member of the Senior Man- 
agement team, and will be tegulred tp run a 
house for girls aged IM 7. ..••• 

Full details of the po8t ‘mpy be obtained from 
the Headmistress. . ■ • . ; f ’"T 

Applications should be made io ttie . Head- 
mistress, enclosing a c.v. and the names; 
addresses and telephone numbers.: of .,? 
referees. Closing date for applications: 14th 

November. *» 


Religious Education 
Other Assistants 


ESSEX 

FELBTEAD SCHOOL 
CHAPLAIN 

Applications era Invited 
Tor the poet or Chaplain for 
September 1988. Foisted la 
e Church of England Found- 
ation entUtae lie own Prepa- 
ratory Sonbol. Ability and e 
willingness to help with 
extra curricular activity la 
doelrable. Teaching le avail- 
able In a number of sub- 
jects. 

Accommodation avail- 
able. 

Felated Salary Scale, 
with responsibility allo- 
wance. 

Further details ere avail- 
able from, and applica- 
tions, together with a full 
curriculum vitae end the 
nameaend addressee of two 
refereea ahould be sent to: 
The Headmaster, Feinted 
School, Ounmow, Essex 
CM63LL. (90228) 184434 


HAMPSHIRE 

LORD MAYOR TRBLOAR 

COLLEGE 

COLLEGE CHAPLAIN 
Thla will be e new poet In this 
nan-maintained special board- 
ing aehool for 380 eaveraly 
physically handicapped boys 
end girls aged 9 to 19, with e 
norma) range of Intelligence. 

Applicants should" bo 
ordained min Inters of e Christ- 
ian Cburon. ••• .. W.- .»r -.--...i-, 

The problems faced by the 
pupils, together with the re- 
aldontlel setting, provide o de- 
manding job with boundless 
opportunities for a Chaplain 
who hei n real concern Tor the 
a pi ritual well-being end the 
morale of disadvantaged toena- 
sera. 

Soma teaching would be re- 
quired. on e restricted timet- 
able. 

Accommodation may be 
available et a reasonable 
charge. 

5 alary In the range EB.BOO to 
,300. 

A further £1,170 will he 
paid for evening work. 

For further details and ap- 

B ligation form send BAB to the 
ieadmnatar. Lord Mayor Tre* 
iaor Collage, Upper School, 
Halybaurno, Alton, Manta. 
OU34 4EN. (30332) 184434 


LINCOLNSHIRE 
STAMFORD HIOH SCHOOL 
Lincolnshire 

G.S.A. day end Boarding 1 ,000 
Pupils 4-1 8 years 
Required for January, 1B8B 
good THEOLOGY HONOURS 
GRADUATE with appropriate 
teaching qualifications to 
teach O.C.8.E. end general 
courses throughout the school. 
Some Advanced level teaching 
for suitably qualified candi- 
date. 

Applications, curriculum 
vitae and the names and 
addraeaea of two referees, at 
eoon as possible pleeae, to: 
The Heodmlatrens, Stamford 
High School, St. Martin's 
Stamrord, Lincolnshire PE9 
2LJ. 133479) 184424 


LONDON 8E26 

SYDENHAM HIGH SCHOOL 
G.P.D.B.T 

RELIGIOUS EDUCATION 
Required for January 1988. 
Teacher to be responsible for 
the teaching end organisation 
of Religious Education 
throughout the School to 
O.C.S.E. end 'A' end Universi- 
ty entrance level etc. 

Baker Scale with Inner Lon- 
don Allowance. 

Please apply In writing to 
The Headmistress, Sydenham 
High School. O.P.D.S.T.. 19 
Westwood Hill, London SE26 
ABL, with c.v. In full copies of 
testimonials and names of two 
refereea. (30349) 184484 


8URREY 

THE ROYAL ORAMMAR 
SCHOOL 
□ ulldford 

(HMC Independent • 750 day 
boys aged 1 1 to 1 8 - 800 In 6th 
Form) 

Required In April: an enthu- 
siastic Graduate to Join a 
strong and lively Religious 
Education department, 

teaching throughout the age 
range up and Including A 
Level. R.E. has a favoured 
piece In the curriculum of thla 


academically selective school. 
Ability end willingness to help 
with extra-curricular activities 


such aa rugby, cricket, CCF 
end Bcoute will be a distinct 
advantage. Salary 'Baker' plus 
10H. 

Applications In the form of a 
curriculum vitae eupported by 
a letter of application quoting 
at least two referees ahould be 
submitted to The Headmaster 
(R.E.) Royal Orammar School. 


High Street, Oulldrord, Surrey 
aui 3BB. Closing date ‘13th 
November. <202601 1 84424 


Science 

Heads of Department 


..aWt ; .r -W-. ' -<l«» . 

CLWYD 

RUTHIN SCHOOL 
Required for January 1988 a 
BIOLOGY teeahar to taka 
charge of emeu department end 


KINGSTON 
UPON THAMES 

KINGSTON ORAMMAR 
SCHOOL 

BMC Independent Day School 
670 Doya end Girls, 10-18 years 
Required far January 1989, a 
well -qualified Graduate to 
taaah Roll clous Studies 
throughout the School. The 

f iost will be part-time. Involv- 
nq about heir a time-table. 
Salary: Baker plue Outer Lon- 
don and KOS Allowances. 

' Applications with CV end 
names end addraaaea of two 
referees should be sent to: The 
Headmaster, Kingston Gram- 
mar School. 70-72 London 
Road, Kingston upon Thsmss, 
Surrey KT3 6PY, from whom 
further details or the poet can 
beobtslned. (19346) 184434 


LANCASHIRE 
BTONYHURST COLLEGE 
Lancashire 
BIOLOGY 

Required for April 1888 a 
teacher of Biology at ell 
levels, with teaching experi- 
ence. Own salary scale and 
benefits. 

Applications with curricu- 
lum vitae end the name and 
address of two referees 
ahould be made to the Head- 
master, Stony hurat College, 
8tonyhurst, Lencs. BB6 9PZ, 
(30871) 184834 


CLARENDON SCHOOL 
HAYNES PARK 
BEDFORD MK45 3BL 

Boardlng/day school with an evangelical 
Christian foundation 
256 girls: 180 boarding, 47 In Vlth Form 
Required for September 1988 

SENIOR MISTRESS 

(Academic) 

This poet was advertised last year but the appoint' 
men* postponed. It, combines responsibility for 
organisation and discipline within the school day 
With some teaching. The present holder teaches 
Geography but applications are welcome from those 
offering other subjects. < 

.A committed Christian Is sought who will work with 
v the Senior Mistress (Boarding) to ensure that the total 
; • JJfe of the school Is. shiopth-ru n n ing and happy. 

TJ^ be ^esldentorhon-resident. 

■ further Retails, please apply to the Headmistress. 


LONDON 8W1 

Required ror January 1988. 
Biology teacner ta A-level. 
(Careers work an advantage). 

Apply with c.v. and refe: 
Headmistress, Hellenic Col- 
lege. 67 Pont Street. London 
SWIX 0BD, Tel: 01-381 

504S. (30350) 184834 


LONDON W18 

NOTTING HILL AND BALING 
HIOH SCHOOL 
(O.P.D.S.T.) 

A Physics Graduate la re- 
quired In January 1988 to 
teach full time throughout 
the school. Oxbridge coaching 
available. There are 560 alrla 
In the Senior School Includ- 
ing 140 In the eixth Form. 
The aehool haa a atrong eel- 
snoe department of aubjeot 
specialist! and a wall- 
equipped laboratory block. 
Solary according to qualifica- 
tions and experience. 

Please apply by totter with 
full C.V. end the nemaa of 
two rafareaa to: The Head- 
mistress. Netting Hill end 
Ealing High School, 3, Cleve- 
land Road. London W13 
BAX. or Tel: 01-BS7 5744 

during the weak of October 
16th to SOth between 9.00 
a.m. and IS noon. 

(30888) 184824 


charge of email deportment and 
to teach the subject to 
O.C.S.E. end A level. Commit- 
ment to extracurricular lire of 
boarding school aaaentlal. 

Further detail* from the 
Headmaster, Ruthin School, 
Clwyd LL1B IBS. Tel: OB34B 
3543. Closing date ror applica- 
tions 6th November. 

(30421) 184818 


Other Assistants 


DURHAM 
DURHAM SCHOOL 
A well qualified graduate to 
teach Biology throughout the 
School la required for January 
1988 or September 1988. 
Thoae not available until the 
latter date ahould not hesitate 
to apply. The ability to taaah a 
second science or intgrated 
science would be an advantage. 
A willingness to play a full pari 
In the lire of a Boarding School 
ta aaaentlal. 

Further details can be 
obtained from the Headmas- 
ter, Durham Bchool, Durham 
□HI 462 ta whom applications 
' with curriculum vitae and the 
nemaa and addressee of two 
refereea ahould ba sent, 
(30690) 184994 


NORTHAMPTONSHIRE 


OUNDLE SCHOOL 
Northamptonshire 

BIOLOOI8T 

Required for September 
1988, e teacher of Blajouy 
to Join a lively end success- 
ful Department and taach 
the subject throughout the 
School. A willingness to 
help In the wider aspects of 
e boarding eohool will be 
required. - 

Accommodation ror a 
single or married peraon Is 
available. 

Applications, Including 
the names of two refereea, 
should be sent ta the Head- 
master, oundle School, 
Oundle, Peterborough PB8 
4EN, from whom further 
particulars ere available. 
(90717) 184824 


SURREY 

TORMEAD SCHOOL 
Guild ford 

Independent O.S. A,. 
O.B.O.S.A. 

CHEMISTRY ORADUATB 
Required for January 1988 or 
as soon as possible thereafter 
Applicants should also be quail 
lechers, and/or experience! 

The vacancy Is for a perms, 
nent full-time teacher of Che- 
mistry to share In the teoching 
or . thl ? subject throughout the 
school to 'A' levs) but pert, 
time temporary teachers able 
to teach some of this rsnaa 
would also be considered for 
the Spring and Summer terms 
Salary: National Main Scale 

f lu® London Fringe Weighting. 

hla la a re -advertisement. 
Previous candidate need not 
r °-“Pply as their particulars 
will bo carried forward. 

Please apply m writing with 
rull curriculum vitae and thi 
namoe of two referees to the 
Headmistress, Tormead 

School, Cranley Road, Guild, 
ford GUI 8JD, as soon ei 
possible, (30414) 184894 


NORTH YORKSHIRE 

AMPLEFORTH COLLEGE'* 
Required far January 1988, 
for one tarm only, a teacher 
Of CHEMISTRY, to cover 
absence due to secondment. 
Applicants should ba able' ta 
teach Chemistry up to ' A ' 
level. 

Apply with full curriculum 
vltee and names and addres- 
ses or three referees to: The 
Headmaster. Amploforth Coi- 
lepa. York YO«l 4BR. from 
whom further details may bn 
obtained. (30605) 184034 


Speech and Drama 
Other Assistants 


EAST SUSSEX 

ST LEONARDS-MAYF1ELD 
.SCHOOL 

(Independent R.C. School 
for Girls) 


WADHURST COLLEGE 
FOR OIRLB 

Required for January 
1088. Teacher for private 
pupils prepared for Guil- 
dhall and LAMDA examina- 
tions, 

3 erternoon klayfleld, 3 
afternoons Wadhurat. 

Plenao reply by letter, 
with names nnd addressee 
of two referee#, to the 
Heedmistraea, ...... «*• 

Laonarde-Meyfield School, 
.The Old Palace, Meyneld, 
Beat Sussex TN20 6PH or, 
tha Headmistress Wsdhuret 
Collage ■ for Olrla. 
Wadhurat. East Sussex TN3 
6JA. (204&3) 185394 


Other than by Subject 
Classification 

Other Assistants 


LONDON BE20 

SYDENHAM HIOH SCHOOL 
O.P.D.S.T 

OENBRAL SUBJECTS . 

Required Tor the Spring enn 
Bummer Terms, 1 9BB. 
ary Teacher of Oenersl <orrn 
subject# In the Middle School, 
particularly Oovarnmeet ana 
Politics, to cover meternui 

“Vle'aae apply In writing to 
Tha Headmistress, Sydenham 
High School, O.P.D.S.T. i 

Westwood Hill, London SE«6 

6BL, with c.v. end full copies 
of testimonials and name# ana 
addressee of two refers 0 ; 
(30348) 18578* 








TREVOR-ROBERTS TUTORIAL COLLEGE 

History/Geography 

Tutor 

Required to commence 11th January, 
1988. The College is co-ediicatlonai for 
pupils aged 9-14 years, to prepare 
them for CE Examinations in a happy 
atmosphere) designed to promote self- 
confidence as well as academic 
achievement. Salary commensurate 
witfi Burnham Scale. 

Applications with C.V. and telephone 
pumbflr bySth November, 1987. The 
Registrar, T revor-Roberts Tutorial Col- 

WVy33ET- 



^TMES EDUCATIONAL SUPPLEMENT 13:10 97 


^.tlnued 

GLOUCESTERSHIRE 
Hundred for January a teacher 
& 10-11 F ear a,d “ ,n 
?n.,ducBtIonaI school, with re - 
( Ln.ibllUr (c boys games to 
iFyesre. Possibility or senior 
poJdoa for the w-oll qualified 

c, Ap l plV in writing with n union 
two referees to Thn Ilnud- 
««iter. Nelson School, btrat- 
t!vrh Lodge. Stroud. CIIuh. CL5 
4AF .(fl08S*> 1H.1T 84 

HAMPSHIRE 

aonDLE HOUSE SCHOOL 
fflDIAL S A B ND SPECIAL 

SHriswr wjss : 

Teaching poets'. 

(80890) 13 5 7 4 0 

NORFOLK 

ECCLES HALL HCIIOOI. 

Required January 1!)8R or I in- 
fo re |f possible, ill (Ills lllilr- 
piodsnt Hoarding Hcliuul (155 
m roll). mi axtuirlnurnil 
Teacher of ClilKIriui with 
laarnlng difficulties to lulu 
enthusiastic main lit uur Indi- 
vidual Toecliliiii mill. No i’Iiihs 
leaching - 1:1 and siuull primp 
•gallons. A sympathy ror chil- 
dren with lonrnlmi dlfflcul II i.h 
■ ad sn entluiHlasm ror this 
form of teechlnu nssoutUil, 
Ability to conn with 10-16 
ranas. Flexibility to work 
within e team. T-E.F.L. an 
■dvBntage. Some dutlos, not 
nceielve. will bn ruqulrcd 
within one of the bmirdiun 
bouses. 

Professional Main scalo 
Poll. 

Plsese apply in writing to 
Kegdmsster. Ecclon Hall 
School. Quldonham. Norwich. 
Norfolk NR 1 6 2NZ with two 
nferences nnd c.v. Full detail* 
of past available on raqunai, 
May suit two tearhorn wlshlnn 
lo'Jobehara’. 1 1099AI 185724 


Preparatory Schools 

Headships 


BRADFORD 

BRADFORD GRAMMAR 
„ , . SCHOOL 
Kelgliloy Hand, nrailfuril 
nnu 4.1 \* 

MASTEIt/MISTUEHK IN 
CHARGE OF Til E J UN IO It 
SCHOOL (CLOCK IlOUhEi 

*_ APDlictt* ton w urn tnvltnd 
w- lhl * po,,t which will 
front 

rt,, ,,,n r, »- 
ihement olMrJ.A. Hander. 

■POnlmmrni cuulil 
t«ke effect frnm Ani l I I !>8H . 
Ita Junior Mi-hiaul line I 3(1 

,*.Maln HiImmiI cnmiiue. 

K| li.iul 

2?." ,l ““ , own snl.ii v 

*111*1.5“!? l,,n *"l«ry ••ffnrnl 
■ocitions anil ntnrrlMicn. 

arH.!fi!7° r HM>IUntli.n nnd 

fir. 1 .. 1 ™ names .if two re. 

whlresseil 
The lleadmaeter. 


KENT 

READ OF JUNIM’ 

department 

Required April, 1988. 

Appllcatlona are" invited 

§§P?ii^ 

S°ent. d ° ur llvaly SeDart- 
KlnKn Scale plua Tncontlvn n 
nnd Ltindon Fringe Allowance 8 
Apply ip writing, with c v' 
to U Vh« r i l r C,,1 . nr " of ‘wo r of ernes 

Deputy Headships (ins. 
Second Masters/ 
Mistresses) 

SALISBURY 

DEPUTY HEAD 

Hum liter 1988 or Autumn 
1988 

niAl'YN GROVE SCHOOL 
Salisbury HP1 ILn 

330 children 4-13 

... 'V*. n, “ : '2! | ont opportunity 
*** B flourishing srhool 
nn coring an oxcltlnu phase 
of iipw dovtilupinniit. 

Preference given to 
t-nndldates offering axper- 
tl *® f n computing and maths 
and keen to help establish a 
new computing centre. 

p l ,M * write for further 
POPflcuInrs and/or apply 
with full C.V. and details or 
three referees to the Head- 
l mister. 1165971 200013 


By Subject Classification 

Art and Design 
Other Assistants 


SURREY 

full nr pnrt-llnie fully- 
•iiudlflnd (rnrhor required from 
.(miliary I9H8 lu touch Art 
tlirnuidiout thn School (9-13). 
An ability tu participate in 
Uiimnn and huhhy activities 
would bn u illstlin:! ntlvnntaga. 

IMausn apply i„ writing, an- 
rlosliiac.v. to the Headmaster. 
Ripley Court. Ruse Lane, Rl- 
Surrey OU33 (NE. 


001234 


( 1 ‘*33 3 1 


English 


Heads of Department 

KAI.INW 

■ ■iliillsh •irmliuitr inqulrril us 
llrnd of liiiiIImIi in buys' |irn- 
PlIt'MliM'V nrllilfd ■ Help will! 
liiiihil' nnltlM’ln mill fianM'H du- 
nli'Mlilr. 

Apply with r.v. null IWii 
irii'inm r« to; HmiiliiUiilei'. 

* *iif imii i.iiiiip*. i.iiiniji wrt 
.vrii. (ii)uu.'i) 2034 1 h 


- IIBSs<t 300 011 ) Geography 


CIIEBTKII 



aS3Si'L»R , .T , £a 

‘MrOB of 1h.T"£ ,,,,P lo kBko 

rates 

•*? Liverpool 

*BsSBfSS5- 

lettor to the 

^uricSunS! ful| j ,,,,,|< 
, 0 fl » end d ISm * n< * **n*rl- 
'adreesee "•WM and 

•lon*| *JL f °£ ‘wo Drofae- 
p, nlculs,. f " r J?®“- further 
lh " puBt 
on regu..t d 


Heads of Department 


WKMT HUtiSEX 
in . ad cn (iroriR APIIY 
llnquli'crt liir Jumimy 1088 (n 
Miiefcex i o -ml unit Ions I prepa- 
rsrury bunrdlnu ncliool. 

Must he qualified uml ex- 
perlrm ml. und willing to lake 
on the new demands of 
O.C.S.E. 

Ability in comb soccer an 
udvuiiUiUM. an In u wllllnunoss 
to lake out-uf-Hi hunl activi- 
ties. 

Single accommodation 

avnilabli-. 

Salary: Cnltesmuro Scale 

Ussuri on Burnham Hrale 1 


Salary: Cnltesmuro Scale 

Ussuri on Burnham Nrale 1 
with Government Superannua- 
tion. 

Please reply In writing with 
curriculum vitae and tele- 
phone numbers of two recant 
referees to: Mr. M.A. Ilogar- 
eon. Headmaster. Cotlostnure 
hihorri. Duthnn Hill. Crawloy. 
West Huesns Itlfl 1 3AU. 
(20407) 202618 


Other Assistants 


SURREY 

j^KStt'o!, c v HOOL 

Bqji S * OosrUliig/nuy 250 

loull 

iffAbjirtr'aai 

aumns an advantaue. Sinaia 
"valhddo. SrI- 

*rhD ,, “ii , r“i whoro POBNlblo) to 
S«hooi H p n,M,or ' Caterhem 
tram? Preparatory, Mot- 
rTiJli"' « Horostono Valley 
6vrVvij2S^ m ' Surrey CRB 
* B * ‘ a 34ae) 203624 


Mathematics 

Heads of Department 


LONDON SW7 

ST PHILIP'S R.C. DAY 

C« EP . AI ! A T OHV SCHOOL 

Required Tor January 1998. 
S^? d “* te teach Mothemo- 
{!£' b ®y» «ood 9-is to 
t-ommon Entrance and Scho- 
Sc? lo P l ® vo1 - Salary Burnham 
Apply with C.V. and two 
K r K58f, . ,0 0 ‘J?e Headmaster, 
St Philip a School. 6 Wether- 

?fqv4K ' Lonflon SW7 4NE. 
*'13341 203418 


SUSSEX 

MOW DEN SCHOOL 
Hove 

Required for January. Hoad 
Hiori ,Q q h ?x la . tIC V t ° tOBCh hoys 

•S2o and 3 V’chStt SSK 

^ rd aH^' my to COftch 
aiin a iy r K C Covernment Scale 
au %JkS-*- P * n * ,on Scheme, 
n valla b?a? r «««>"' mode tl an 

Appllcntlonn In writing to 
The llonditinatcr, Mowden 
Srhool The Driveway, Hovo 
Piii'loHliig c.v. und names of 
two referees. (16521) 303418 


Other Assistants 


SHROPSHIRE 

OSWESTRV JUNIOR SCHOOL 
I.A.P.b. (Day end Boarding, 
rn-nriucatlonnil 8- 13. 170 
iniplln 

Ri'Miilruil for Juminry, 19RB 
(nr April) ,| tmirtinr ur MATHS 
wllh Hume 

,,, iSr!?. BV lo ° l ‘* or Pupils. 

Wlllllianaas tu piny an anthu- 
■liMlIc part hi (imiioe nnd chib 
ni-llvIlloH in pnnanllnl. Oppor- 
l unity tu clinch lat XV rugby. 

ItnNlileiiilul pont in hoys' 
liuui'illnn lutiise. 

ONWnnlry School salary 
null'. 

I'li’ueu apply hi writing tu 
rin* llporiainster. Onwustry 
Juulcir Mclinnl. The Qmirry. 
Oh won try. Hhropahlre SYll 
3T.I, (Tali QfiOl 653300) with 
lhi< iinnum. addrosuDS and tele- 
phone niinilmrH of three re- 
fprepe ■ encluBlnn full c.v. 
(90406) 203424 


Modern Languages 
Heads of Department 


SURREY 
ST. ANDREW'S 
Waking OUBI4QW 
HEAD OF FRENCH 
Required for September 1988 a 
young end cxporloncod person 
to teach French to C.B. and 
P.8.B. level. Ability to coach 
games an advantage. Married 
accommodation available. 
Newly built houae. 

Applications In writing With 
full C.V. and names of two 
referees to bs sent to the 
Headmaeter. (20853) 80361 8 


SUSSEX j 

Required for Anri I or ^ 

th.' e k tho * 0,lc hlnfl or French 
,h nm lh °°4 Pf““°nt enjoy*. 

. D S oxp^.e n n U c k D ° r “ ,US -“-J5ng 
“^11. 

Application Willi c V anil 

r r ° Penn."h" l ° I ho Hoedmaa- 
ivlrl< P /IU h ? r|, ° School . Rudg- 

3iijl « a&V'"- ■—•usau 


Music 

Heads of Department 

DERBYSHIRE 

S. ANSELM'S 
Bakewoll 

oVlSOj 5- Doard,n “ Prop School 

P®PV! rad September 1988 a 
MUSIC. 0 DIR ®CTOR OF 
A suitable candidate would 
h ‘„. young enthusiastic 
keyboard player, preferably 
^ J. h .“? cond ‘““Irument. who 
will Integrate the music setle- 
SSS?! ‘"‘p. 'he life of tho 
School, and If possible touch a 
few lessons In another subject 
or take a game. 

^ new music Block Is to he 

oponod In Juno 19SB. 

“ a S?r Ba, « r y. with Incan- 
the allowance. Tonchors* flu- 
porannuetlon . Single or mar- 
ried accommodation. Generous 
♦h« m fi“rLl r ^ 0 * n * and daughters In 
'ho School from to 13. 

^iVi.S" 0 "PR 1 7 ' ln writing! 
with home telephone numbora 
or two roTeroes, to tho lfload- 
mnater. 8. Ansolm'B. flakowoJI. 

Derbyshire. (20900) 303818 


Other Assistants 


DEVON 

MOUNTHOUSB SCHOOL 
Tovlatock. Devon 
(I.A.P.8. 185 Boys) 

Required Tor Novembor Bth. 
1987 until March, 1BS8, a 
Musician to organlee nnd teach 
In a nourishing department. 

Duties will Include class 
teaching, responsibility for the 
peripatetic Instrumental staff, 
Plano ton china nnd extra- 
curricular activities (especially 
choral). 

Apply Headmaster together 
with CV and names, addresses 
and talephono numbers of two 
referees. <165321 203824 


Physical Education 
Other Assistants 

MIDDLESEX 

ST MAnTIN'fl SCHOOL 
Northwaod. Middlesex HA6 

I A PS (300 bays Including 45 
boarders) 

Requirod for Jonuary or 
Saptomber 1908 n qualified 
Physical Education specialist to 
help with tho taeahlng of PE 
and games throughout tha 
school. Help wltli tonohlng 
general subjects In tho middle 
age range also requirod. 

All boys do 0 parlods a week 
of PE throughout their eohool 
career. Thera la a large well 
oqulpped gymnasium, covered 
hosted swimming pool, 3 tennis 
courts, In addition to 10 acres 
ol playing fields, no there la 
plenty of scope for an anthu- 
slastlc specialist. 

Salary: Bt Martin's Scale: 
(above Baker main grade) plua 
London weighting or single 
accommodation In lieu. 

Please apply In writing with 
CV and details of two referees 
to the Headmaster Stating sub- 
sidiary subjects . as soon aa 
possible. (1659 8} 204294 


ST. EDMUND'S COLLEGE 
I __ and 

SIaW 41 ' 8 1 preparatory SCHOOL 
^?h 6an ' Ware ' Herts. SG11 IDS 
u . . _ ™ephona-.\N 8 T 0 10920 ) 821504 

’ " " 0p ?? d r boarding and day 

school for boys and glrteiv* 

MASTER/MiSTRESS IN CHARGE 
OF ST. HUGH’S PREPARATORY SCHOOL 

Applications are invited for this post which will 
hecome vacant from Easter 1988 on the appointment 
of Mr. P.J. Nicholson to a Headship. 

The Preparatory School has 1 30 children aged 71 h. - 13. 
day and boarding, sharing the grounds of tha main 
school. It Is anticipated that the successful candidate 
will be resident. Salary will reflect the importance of 
this post. 

Letters of application and Curriculum Vitae together 
with the nam&8and addresses of two referees should 
be addressed to the Headmaster. The closing date 
will be 18th November 1987. 


COVENTRY SCHOOL 

(King Henry VIII and Bablake: HMC coeducational) 

HEAD OF JUNIOR SCHOOL 

TPA«Mir> q H ali ^ 0d 0nd axperlenced HEAD 
TEACHER Is required In April 1988 to take 
charge of Coventry Foundation Junior School, 
which is the preparatory department for Kino 
Henry VIII and Bablake. The school is coeduca- 
tional with approximately 310 pupils aged 7 to 
1 1 on roll. Salary In accordance with new scales 
for Group 5 head teacher plus Coventry School 
allowance. Applicants must be In full sympathy 
with the Independent and selective character of 
the school. 

Apply by letter (no forms) with full curriculum 
vitae and names and addresses of referees to 
the Director, Coventry School, King Henry VIII, 
Warwick Road, Coventry CV3 6AQ. 

This is a readvertisement. Previous applicants 
who wish to be reconsidered should- write 
briefly to the Director. 


CARLET0N HOUSE 
PREPARATORY SCHOOL 
LIVERPOOL 18. 

HEAD TEACHER 

Ab a result of tha Impending retirement of the 
present Headmistress the Management Com- 
mittee of Carleton House wish to appoint a new 
Head Teacher (Catholic) with effect from 1st 
September 1 988. 

Carleton House Is an Independent Catholfc Pre- 
paratory School open to boys and girls of all 
denominations between the ages of 4 and 1 1 . • 

Applications for this challenging and rewarding 
post (to Include full curriculum vitae and the 
names and addresses of at least two referees) 
.should be sent to: The Sepretary to the, Manage- . 
ment Committee, Carleton House, Lyndhurst 
Road, Liverpool L188AQ. Closing date for appli- 
cations 9th November 1 987. 


Am ying for posts in 
Independent schools ? 

of 8 

ft TEACHING, pastoral, admin, staff 

■ lltofiv 

Complete just one form. Q.E.D. will 
advise of all appropriate Teaching posts 
being handled. 

• - ^ Q.E.D. does all the work. Applications, 

■ letters, 'phone calls to schools on your 
Q. behalf.' 

F©r busy Profession?! people and etudams 

* 


CLAYESM0RE 
PREPARATORY SCHOOL 

(I.A.P.S. HEADSHIP) 

The Council of Clayesmore School seeks 
to appoint a successor to fyirMark Ross as 
Head of Clayesmore Preparatory School 
which Is a coeducational School with 135 
boarders, 88 day pupils and 38 Pre-Pre- 
paratory children. The appointment will be 
made for September 1988 unless an.out- 
standing candidate is available to take up 
the position earlier. 

Candidates, who must be married, should 
apply by Monday 16th November, 1987. 

Further particulars and application forms 
may be obtained from the. Clerk to the 
Governors', Clayesmore $chpo!, lwerne 
Minster, 1 Blandford Forum/ porset 
DT118LL . 


ALL HALLOWS 
PREPARATORY SCHOOL 
East Cranmdre, 
Somerset, BA44SF. 

Required in January 1988 

A coach for boys' 
HOCKEY /CRICKET 

Ability to teach an 
academic subject essential. ■ 
Government salary sc^le. ! 
Additionally an unmarried 
applicant would receive free board;. 
an ( c) fq'dgjng-duri 

.^ppJy[ : 

/•: / referees tpTbe Headrfips^^v. J 








70 


i tie. umu 


a-m a.10.87 


preparatory 

SCHOOLS 

continued 


Science 

Other Assistants 


LONDON WB 

AT BENEDICT'S'./ UNION 
SCHOOL 

5 Montwalier Avenue, Lai l no, 
Lnndun WS 2XP 
(Tel: 0 1-907 9B00) 

Banedlctlna Day Bchool 
(B^Oboyn. (iaea4-Il> 

Vacancy In January Tar a qual- 
ified and pmhudnaHc teacher 
In PRIMARY SCIENCE course 
tor age a 7-11 and for PHYSIC- 
AL EDUCATION for aaaa4-t]| 
also to held with games in 
school with good aportlng 
tradition. Practicing Catholic 
preferred. 

Salary: Baker plus St Be- 
nedict's Allowance. London 
Allowanre. DES Superannua- 
tion.' 

Please apply In writing with 
full c.v. and nemaa, addressee 
arid phone numbers of two 
refereeBto the R.evd. Haadmas- 
tar. (20809) 204024 


Other than by Subject 
Classification 

Other Assistants 


GLOUCESTERSHIRE 

JUNIOR FORM TEACHEIl 
Hanulrod for May 1068. or 
September, a qualiried mature 
and onthuelastlc roaldent 
Junior form taacher to look 
artor 7 to B year aids In boys' 
boarding preparatory school. 
Exparlaucn or Independent 
□duration would be useful and 
leaching experience essential. 
Salary baaoil on Burnham. 

Apply In wrltlna to: The 
Hnadinaator ■ Onkloy Hall, Cir- 
encester, Clos. <208371005724 


HAMPSHIRE 


HOOKES BURY PARK 
SCHOOL 

Wickham. Hants PO 1 7 6KT 

l.A.P.S. Day A Boarding 
School 160 Girls 4-12 years 

Required for January 
1088 due to expansion. 
Qualified teacher for elnaa 
or 5 year olds (2nd year). 
Resident or non-resident. 

Salary Main Seals Baker. 

Apply In writing to the 
Headmistress, giving namsa 
and addreaaaa of 2 re fora as. 
(2Q813> 205724 


LON DON NWS 

SOUTH HAMPSTEAD HlOH 

SCHOOL (GPD8T) 

Junior Department, 12 
NethsrhMl Onrdeno, London 

Required for January 1088, 
two enthusiastic and energatla 
teachers, one to take charge of 
the recaption elnaa of 25 5/6 


LONDON BW7 


iff I 

|;L j. 

it;.: i 
iff ill j 
i; :!i ! 

Ill i 


THE HAMPSHIRE 
SCHOOL 
London 

- n .-i.n«ad end ciiiuJ- 


.fiS^L'AaVWSiiEiV 1 ^: 
nuTred fur January JUHB in 
work yvltlt cn-fufnriil lurllll 
group of 6 to 8 vt-itr ultl». 
Them Ih Hid puSHlliiJIty nl 
combi ii In a ilia post with 
tho pnalllon of MIDDLE 
SCHOOL CO-ORDINATOR 
IT Urn aucceanful cauUldalo 
In nultnbly qualiried. 

Apply In writing with 
noniQB and addresses of 
threo refaroas to The 
Haadmaater, Tho Hntnp- 
ehire School. 65 Eunlemura 
Oardena. London SW7 
INH. Tel: 01-584 5297. 

(2Q6B9 ) 205724 


LONDON W8 

LADY EDEN'S SCHOOL 
41 Victoria Road, London W8 
5RI 


SUS8B* ' 

SCHOOL 

WSiftbrooko Hull. Wnrihlnii. 
Shaun* IIN1 I IKE 
An Jildi.|»oiiiJelH cn-uiliicatlunul 
day school - Pupils 2 Mi . 1 H 
Iteiiuired for 1st Junuary I9B8 

A FULL-TIME QUALIFIED 
NURSERY TEACHER. 

Pit-use apply by lettiir with 
C.V. plus n uni os and addresses 
itnil telephone numbers of two 
rofaronc os to:- Tho Hoadmas- 
tor's Becratury, Westbrooko 
Hall. Worthing, W. Sussex 
ON 1 I 1 HE. Tali Worthing 
204062. 12041 0) 205724 


Required In January 19BB a 

? iual(flod experienced teacher 
or Kindergarten form (4 year 
aids) mornings only. Also an 


the reception etnas of 33 3/6 

r ear olds and ana as class 
Docher for 2B 7/8 year olds. 

The school la a lively com- 
munity and thara Is much scope 
Tor creativity and initiative. 
Please state any special In- 
terests. Baker Scale. 

Applications In writing with 
curriculum vitas and names of 
two referees to the Heedmls- 
trasa. South Hampatoad High 
School. 5 Mareaflald Cardans, 
London NW5 BS8. 

(16526) 005724 


LONDON NWS 

QUALIFIED PRIMARY 
TEACHER 

Required for January, 1980 
for class of 4 yr. olds, in N. 
London Day School. 

Baker Pay Beale plus London 
Weighting. 

Apply in wrltlna enclaaing 
C.V. to: The Headmistress, 


opportunity to work, with 
other age groups In the after- 
noons. Government super- 
annuation schema and Baker 
Salary with London Allo- 
wance. 

Apply In writing with ra- 
tarences and curriculum vitae 
to Miss C. Trovottian. Head- 
mistress. (206511 205724 


MALVERN 

HILLSIDE PREPARATORY 
SCHOOL 

Worcester Road, Malvorn 
WR14 1 EX 

Required for January 1988 an 
experienced anti sultnbly quul- 
ifled teacher uf French who 
can also offer English or 
Goograpliy. The succonaful ap- 
plicant will also bo exp pc tod 
to conch boys' games to match 
level and ha preparaU to taka 
a full part In the life or this 
thriving day school. There Is 
s possibility that this post 
may be combined with the 
vacancy far an alto lay -dork 
In Worcester Cathedral Choir. 
Salary according to Baker 
Seals. 

Applications with full cur- 
riculum vitae and nemos of 
two professional referees 
should be made as soon as 
possible. Further details from 
I ha Headmaster. Tel: Malvern 
65585. (02985) 205794 


NORTHAMPTON 
QUINTON HOUSE SCHOOL 
Co-educetlonalt 219 pupils 
Required for January or 
April 19BB, un enthusiastic 
teacher for mainly 10-13 year 
olds In this senior school 
which has Its own separate 
Junior department. 

The ability to get on well 
with young people In s 
friendly yet firm way will be 
the mein qualification lor this 
post. Tilts Is a happy, 
tiourlahlng . school with, high 
standards and the ability to 
communlcato well Is more Im- 
portant then the subjects 
Offered, although somebody 
able to teach mathematics or 
science would b« particularly 
walcoma. 

A . willingness to teach 
boys' oamos would be an 
additional advantage:. Sal- 
ary: Dakar plus an allowance. 

Pledae apply with a full c.v. 
and the nemaa of two rororeea 
to The Headmaster. Quinton 


HouSa School, Upton, North- 
ampton NNB 6UX. 

(16575) 205724 


, II!;] i ;■ ' _ Stepping Stone School, 35 Fltz- be Joining an enthusiastic team 

1 Is ! *» Joljn’i Av«., London NW3 S j Y, teaching In a highly successful 

— - 1 ■a'jl-.j- (20452) 906724 school In a Splendid envh-on- 

a IB<] 1 i' ' ■ ' — ■»— — - tnent and enjoying superb facl- 


V ‘ 

m !■ 

•■j'i !■? i 


it:; ! 


LONDON SWJB 

PUTNBY HIGH SCHOOL 

55 Putney Hill, London 
SW15 6BH 

Tell 01-7S8 4856 

REQUIRED foi* JANU- 
ARY 1088 sn experienced, 
enthusiastic class teacher 
for 6-7 or 9-10 year olds. 
Interest in computing use- 
ful but not essential. 

Please apply with curri- 
culum vi t bq sad names, 
addresses end telephone 
numbers of two rsform to 


Appointments in 
Scotland 


EDINBURGH 


SCOTTISH EXAMINATION 
BOARD 

EXAMINATION OFFICER 
Applications are Invited 
from teachers with an Hon- 
ours degree In Physics and 
experience of presenting 
candidates for the Scottish 
Certificate or Bducotlon, 
for appointment as an Ex- 
amination Officer to work 
primarily In the subject 
arse of Physios. A degree In 
Eduoation, Interest in 
assessment techniques and 
a Knowledge of Computing 
Studies would be advan- 
tageous. Examination 

Officers have responsibility 
for the organisation end 
development or the profes- 
afonel aapeote of the BCE 
and CSY8 examinations, in- 
cluding Involvement In the 
Standard Grade and 
Hlgher/Post- Higher revi- 
sions. Appointment will be 
within the scale £15.981 - 
£17.166 (£16,544 

£17,556 from February 
1988) with piecing accord- 
ing to current eatery and 
experience. 

Application forms and 
further details may ba 
obtained from the Person- 
nel Officer, Scottish Ex- 
amination Board, Ironmllls 
Rosd, Dalkeith, Midlothian 
EH8B 1LE (Tel: 031-663 
6601, Ext, 255). Applica- 
tions must ba lodged by 6th 
November, 1987. 

(204051 170000 


READING 

THE ORATORY 

PREP A RATO RY SCHOOL 

□ orlno Heath. Nr. Roedlng 

Tel: Pannbournfl 451 1 

RECEPTION CLASS TEACHER 

Tor 5-6 year olda 

Required for April or Soptom- 

bor, 1988. 

Applications for the above 

f ost ara Invited from qualified 
on chars who should be practis- 
ing Roman Catliollca. They 
should also be prepared to 
teach PE to children Trom 5 to 8 
year olds. 

The successful applicant will 


school In s ’splendid environ- 
ment end enjoying superb faci- 
lities . 

Apply In writing to the Read- 
master, giving curriculum vitae 
and names of two refereos. 
(20884) 205724 


SOUTH KENSINGTON 

Required Immediately an oaeia- 
tant teacher for 4-5 year aids. 

Apply to Mrs Bird, Felkner 
House Olrls Preparatory 
School. 19 Orcehtn Place, Lon- 
dgn SW7 4QD. Tel: 01-373 

4301.(20887) 205724 


m 

jrfif. , 
jio •? •• 


the Headmistress. 
(35485) 


SURREY 

OLAISD ALE SCHOOL 
Arundel Road, Chasm, Surrey . 
Mixed 3l/b - 1 1 W» years 
Qualified teacher required for 


S lUallfled teacher required for 
Snuary, 1 day par week. 
^Applications in writing to 

(20312) !' . 'JJ0il744 


WEST SUSSES 

GENERAL SUBJECTS 
TEACHER ' i 

Required for January 1S88 Jn. 
busy ca -educational' prepare*; 
tory boarding school. Must bn 
qualified end experienced to 
teach 7-9 year olds. Keenans to 
rgke part In girls' games and 
out-of -school activities essen- 
tial. Excellent single or married 

accommodation. Salary: Cot- 
tesmore Scale, 

• Please reply In writing with 
curriculum vltne. together with 
items*. addresses and tele- 
phone numbers of two refsrpes 
to j Mr. M. A. Rogerson, Head- 
master, Cottaamora School, 
WSctian’ Mill. Crawley. Wo si 
Sunnx RBH 9AU. 

120408)... | 200724 


203 794 SURREY 

ROWN PREPARATORY 
SCHOOL 

Clay gate, Eah Si*. Surrey 
•' ' l.A.P.S. 299 glrle 

u Surra v SUMMER/AUTUMN 1-988 
I ■ Pre-preparatory Department 

mlrad for r.equlraa. a. qualified full-tlma 
vaoif ' teacher Tor form of 6 year old*, 
w-ittna -n Plano an asset, 

writing .to Rowan salary scale. 

'anhyas Applications In writing, 
jounce* together, with c.v., names? 

1 - 1 addresses/ telephone numbers 

•7: • . , of three referne*, to be sent to 
the Headmistress. 6 Fltzolan 
, -Road, Claygate, Esher, Surrey 

* ' - KTIOOLX. (20225) 205734 


Colleges of Further 
and Tertiary Education 

Directors, Principals 
and Vice Principals 


WILTSHIRE 

CHIPPENHAM 

TECHNICAL COLLEGE 
Cocklebury Road, 
Chippenham. Wilts. 6N15 
3QD 

VICE-PRESIDENT RE- 
QUIRED FDR SUMMER 
TERM 1088. 

A replacement Is sought 
for Mr. Cyril Greanhulgh on 
hla retlromont at Easter 
1988 Trom the Vico- 
Prlnclpalshlp of this Group 
5 College. Current salary 
£13,413 - £20.532 (undor 
review). 

Applications are sought 
from academically well- 
qualified and experienced 
senior educationalists with 
an up-to-date knowledge or 
further education manage- 
ment systems. Previous 
Industrlol/commerclsl ex- 
perience will be an advan- 
tage. 

Further Information and 
application form evslloble 
from tho Clerk to the Gov- 
ernors at the College 
(S. A.E. please). Closing 
date 23.11.87. An Equal 
Opportunity Employer, 
t l 67871 220016 


; Jt- 'xid- jo- 


RRRR 


9urrey - .• . ' - 1 ‘ . . i 

OTHER ABsiSTANTS ■ 

Dedicated, enthualctstjc 

teacher required .January 1988. 
to join-. ; -thriving . pre-j. ' 
preparatory depart man t for 4- S' 


teacher required .January 1988 
to join . ; 'thrfvlhB .■preVV 
preparatory debortment for 4-6 
year old children. 

Please apply Uioanat bouL 
ble with Curriculum Vitae and 
names add addresses i pf two , 
referees tb the Headmistress, 
scan way School. Chichester 

Witt.SK Surre lo37g4 


PAISLEY COLLEGE 


A Scottish Central Institution 


ADMINISTRATIVE ASSISTANT 

Palsloy College Is a major degree awarding institution 
funded by ihe Scottish Education Department with 3,000 
full-time students on vocationally orientated CN AA degree 
end honours degree couraea. 

Applications are Invited for the above post within the Col- 
lege Administration. Dullee will principally Involve the ser- 
vicing of Committees within Ihe School of Information, 
Social end Management Sciences and the preparation of 
papers, agenda, minutes and reports. The person 
appointed will be expected to liaise closely with the Dean 
and other senior academic and administrative staff aa 
appropriate, 

Candidates should be graduates with previous experience 
of eduoetlonal administration or similar employment 
The salary scale Is AP2/3 — £8,08B/£9,866 with placing 
according to age, qualifications and experience. 
Application forme and further details are available from the 
Personnel Office, Paisley College of Technology, High 
Street, Paisley PA1 2BE (Tel: 041-887 1241, ext. 230) to 
which completed forms should be returned within 14 days 
of the appearenoe of thfa advertisement. 

(B994Q) 


THE ROYAL BUND SCHOOL EDINBURGH. 

HEAD TEACHER 

Applications are Invited for the above post which 
will become vacant on the retiral. of the present 
incumbent In March, 1988, 

Applicants must be registered or be eligible for 
membership of the General Teaching Council for 
Scotland and hold appropriate Teaching Certificate. 
The School !a a Residential one with some 85 pupils 
ranging from Nursery to Senior Secondary levels 
with special facilities for multiply handicapped chil- 
dren. Experience in bljnd education Is essential. 

Salary appropriate to qualifications Xinder the cur- 
rent Scottish Teachers' Salaries Memorandum Is 
payable together with a substantial responsibility 
element. The Head Teacher Is required to live in 
dose proximity to the School and a house Is avail- 
able. . 1 ' > • • 

’Application forms and further particulars are avail - 
’ able. froth J.B.M.Munro, Secretary 8t Treasurer, The 
Royal Blind Asylum and School; P.O, Box 600, Gil- 
lespie Crescent, Edinburgh. EH104HZ.,' 


fuMI 


Metropolitan Borough Countf 




Tnirrrti 


~ SANDWELL COLLEGE OF 
FURTHER AND HIGHER 
EDUCATION 

VICE 

PRINCIPAL 

GROUP 10 £25,485.00 
FOR 1st SEPTEMBER 1988 

Sandwall College was established on 1st September 1866, 
and la a dynamic new major provider of education and train- 
ing, set Ih the industrial heartland of the West Midlands. The 
College has a high level of commitment to the local commun- 
ity, end Is making a positive contribution to the Industrial and 
commercial regeneration of the Black Country. 

The College has three Vice Principals whose cross college 
management duties are rotated on a biennial basis. 

Applications for this post ara invited from appropriately 
qualified parsons of energy, vision, and commitment, who 
Bee this post as an opportunity for their own career develop- 
ment towards the eventual leadership of a large educational 
Institution. 


Requests for a 


Ion forma and further Information 


should ba made In writing to: The Dlreotor of Education, 
Department of Eduoation, P.0. Box 41. Shaftesbury House, 
402 High 8traet, West Bromwloh, Sandwall, Wast Midlands, 
B708LT, quoting reference FE/JDQ/CS. 

The oloslng date for receipt of completed application forms 
Is Tuesday, 10th November 1087. 

Canvassing of members or officers of the Auth orlty will dis- 
qualify. 

H 1 (53792) 



Thyside 

Regional Council 


EDUCATION DEPARTMENT 

ASSISTANT HEAD TEACHER 

PITLOCHRY HIGH SCHOOL 
(PRIMARY DEPARTMENT) 
(Salary -£15,501) 

Application forms for the above post are obtainable 
from Tayslde Regional Council, Education Depart- 
ment (Staffing Section), Floor B, Tayside House, 
Dundee, and should be returned not later than 
MONDAY, 9 NOVEMBER 1987. 

Application forms and further details of the above 
poets may be obtained from the Principal of the Col- 
lege concerned to whom completed applications 
should be returned by FRIDAY, 6 NOVEMBER 1987. 
TAYSIDE REGIONAL COUNCIL IS AN EQUAL 
OPPORTUNITIES EMPLOYER 

(53944) 


Education Department 

ITINERANT 
TEACHER OF MUSIC 

RE-ADVERTISEMENT 
Applications are invited from suitably qualified 
teachers for the above post. Applicants must be 
registered with the General Teaching Council for 
Scotland. 

The post involves teaching at primary and 
secondary level in various schools in the county. 

Salary is in accordance with the Scottish Teachers 
Salaries Memorandum, plus an Island Allowance or 
£606 per annum. 

; Further details and application forms (to be 
returned not later than Monday 26 October 1987) may 
be obtained from the Director of Educatibn.and . . ■ ; 
Recreation Services, Council Offices* Kirkwall, 
Orkney, telephone (08S6) 3535; y*. 


limit i'M mi it!} ;it iMfriwfWS* „ :•* ; - i*. V 


rfls.-SrV 

Ml 





THK T1MES EDUCATIONAL SUPPLEMENT 23.10. 87 

■^o'lleges^BF 

FURTHER AND 
TERTIARY 
EDUCATION 

CONTINUED 


Somerset County Council juft? 

AN EQUAL OPPORTUNITIES EMPLOYER iflf 

Somerset College of 
Arts and Technology, 
Taunton. (FE) 

VICE-PRINCIPAL 
(Group 7) 

Applications are sought from experienced educators of 
proven ability for the post of Vice-Princfpal. Candidates 
should have the necessary energy, potential end com- 
mitment to make a significant contribution to the con- 
tinued development of this well-established and 
responsive College. 

The post Is vacant from 1 st January 1988 or aa soon as 
possible thereafter. 

Application form and further details (sae please) from 
the Chief Administrative Officer, Somerset College of j 
Art* and Technology, Wellington Road, Taunton, 
Somerset. 

Closing date 12th November. 


WALTHAM FOREST COLLEGE 
OF FURTHER AND HIGHER EDUCATION 

Head of School 
offnpineering 

Applications nro invitod for tho abovu post to com- 
mence on 1 January 1988. Tho School offers a wide 
w of croft onij technician courses in Mechanical. 
flmnk 0n i C / 8n< J octr!unl Euflineorinn. A particular 
emphasis for this post will be plncoil on Computer 
JJaed Engineering, but effective nianagnmnnt of 
"recourses must etill predominate. 

18 u.m-odverti somoni end all previous 
applications will bo confildorml. 

Wn£Xi C17 / 49 *! ,0 i’l 9 ' 1500 inclusive of London 

ES£ hl nfl * un(,or ftiviow). 

wrtner details and application form from the Col* 
SSL: 1 flarvfcos Officer, Waltham Forest 
2311 lxt F 2°59 Bt R ° ad ' London E17 4JB * Te,: 01*827 

SS?rfii a J?.S. lh November 1987. 
WFaoc M A?M ST/SA multi-racial AREA AND 
RMp%A N ^!9. US 70 ENSURE that this is 
aI^SHPJNOUR workforce, we welcome 

DLESS OF 



I M H.'.II AI r(it I f.<;K 

» j. i A A y d i| ; I x : 


fc ? i i»t 

T T -T f X V- ' J ' i' l i j i . ■ ji>^j 


. „ CARDIFF 

Applications are invited for the post of: 

(Graded V) 8Partn,Bnt °^ Tacl, ttolofly (Engineering) 

t^eaftar^peleo^of piw ^inno 0r « a8 BOOn Bs P 088lbls 
Intarest In curriculum de vain capaclt Y wlth an 

data will have apprewffiSSdSl?! «ndl- 

cation.8nd.ignKn P t^ PR** 


a.y nmcant industrial expsrlence M 

Butornetlcall/b^^MnsIderad Pr8Vi ° US Wllcs "°™’ wl " 

Lecturer Grade I In Business Studies 

InSl i “nda?;a ) POB,s E,W3 to £ ”' 8 »= «nd then to 

DEPARTMENT OF WE-VOCATIONAL EDUCATION 
AND COMMUNITY CARE 
Leoturer Grade I in Community Care 

A lecturer la required as soon as possible to teach on Carina 
courses within the College. Courses currently In ooerntinn 

CPVE?ote <h E dSr y ' Pre Sch001 Playgroup Aaaodatlon, 

maial'ltlSL S'. 5? 2 u . it ^ ly ' TL" ed wllh e«porlenco of 

fro I v5li If o liS P h ol dlhl CQ8W. W "‘ B ' van “ 

il&“ 8 JS« r r&r 18 “' M3 10 £ "' 866 nnd ,h8n ■ 

„ The Principal, 

Rumney Collage of Technology 
Trowbridge Road 
Rumney 
Cardiff CF38XZ. 

The closing data for applications will bs 14 dayB from ths 
appoaranco of this advertisement. 

Applications are welcomed from suitably qualified people 
nggard/SM of their sex, marital status, race, religion, colour \ 
or disability. (63fll2) 


Guildford 
College of 
Tfechnology 

DEPARTMENT OF HEALTH 
& SOCIAL STUDIES 

Lecturer Grade I 
in Education 

To commence in January 1988, to Join a well established 
team In teaching on Teachar Training, City & Guilds, 
R.SA, ACSET and In-Service courses. Applicants should 
be graduates in any of the following areas; Psychology, 
Social Work, Nursing, Special Education or Counselling. 
Teacher training and the ability to counsel adults In a poet- 
compulsory ares of education Is essential. 

CONSTRUCTION DEPARTMENT 

Lecturers Grade I 
in Brickwork and 
Heating & Ventilating 

To teach on City & Guilds to Advanced Craft Certificate 
level. * 

SALARY LECTURER GRADE I: £6, 843-El 1,886 progressing 
to £13,668 plus £309 fringe area allowance. 

Generous relocation expenses In accordance wllh Surrey 
County Council scheme. 

For application form and further details please contact: 
The Staffing Officer, Guildford College of Technology, 
Stoke Perk, Guildford GUI 1EZ. (Tel: 048331261 Ext.203). 

CLOSING DATE: 8 NO VEMBER 1987 , . 

PRINTING DEPARTMENT 

Part-time Lecturers 

We are looking for part-time. lecturers In Lithographic 
Printing, Photography, Process Camera Operation. 

H you are Interested In teaching VM i 

31261 Ext 214). I624M) 


NVEST 

GLAMORGAN 

County Comma: 
EDUCATION DEPARTMENT 
Lecturing Vacancies 

Awida fu,, ' t, - ma 8tudant rola of approximately 1 .200, 

Mteredfor ng and Part ' ,lm ° daV 8101,00,8 ■» 8l =° 

1_ EN GLISH AND COMMUNICATION 

STUDIES. The successful candidate wjfl be an Honours 

ba r renSlmd ti n £l,l h,VVlt . h t0 f, chin 9 e *Per[enca. Ha/aha will 
ba required to make a significant contribution to English 

and Communication Couraea across the College, including 

&£££* ,avBl and VoM,tonal Co “ reM - 

2 ‘ SC SOa 5^ CAflE ' Ths successful candidate 
will have a background in the earing services, together wllh 

iSSfS qUBl f,C0t,on and/or teaching experience. He/ 
Ef 2™ ba 35 u f* 1 10 aot as tutor to students studying on 
the City and Guilds 331 Family and Community Carfl H 

mha^CeTa Coiraa8 ffarinfl t8flCh,flfl ln P utB ,nf0 8 variety of 
(Post Ref: 4:32:87).' 

AppMcatf on forms and further particulars for theabove posts 
r" & “ btB ' n9d ,r °. m the toNw upon receipt of a large 
stamped addressed envelope, quoting the poat reference. 

muX'yL D N& " 

John Beale 
Director of Education 


Cornwall College of Further and 
Higher Education, Redruth 
Principal: Mr L P S Piper 

Applications ore invited for a job-share position as 

Lecturer II in 
Psychology 

(HALF TIME) in the College's Centra for Professional 
and Personal Development. 

The Centre offers a range of professional training 
courses in education and social work and also 
personal development courses in group dynamics 
and counselling. 

The appointment will be a half-time post an a 
permanent basis a I Lecturer (I level. Applicants 
should hold a psychology degree or equivalent and 
preferably have experience in either education, 
social work, youth work or health. 

Salary: £8,595 - £1 3,656 (under review) 
proportionately reduced. 

An application form and further details may be 

nhlnmnrt hu conrlinn n J __)_! l' ■ 


-•a--— .wui UMI inijjuL/iuwnomail 

cqmpletad application forms should be returned 
within two weeks of Ihe appearance of this 
advertisement. (537tf9} 

£ CORNWALL 

M COUNTY COUNCIL 


¥ 


Lancashire,^.. 

County Council W 

An Equal Opportunities Employer welcoming 
applications from ail sections of the community. 

^ S c r .u r f, qu,rsd L a8 B00n aa possible, and the 
closing date la 5th November, 1987, ■■ ■ 

Application forms/further idetelle available from the 
Principal at (he College. (SAE please). 

Wft tu6on COLLEGE — 

WHITTINGHAM HOSPITAL unit 
S t .Vine ants Road, Pul wood, Preston 






Kent Counts Council 


Eduaatkjn Commltt«« 



Mid-Kent 

College 

of Higher and 
Further Education 


DEPARTMENT OP EDUCATION HEALTH 
AND SOCIAL WORK 


Lecturer II 

in Education 

required from January 1 988 to teach on BEd, Cert Ed 
and other Teacher Training Courses. 

Applicants should possess a degree and recognised 
teaching qualification; academic specialism possi- 
bly to Higher Degree level very desirable. 

Lecturer II 

in Nursing Studies 

Specialising in Health Visiting 

Applications are Invited from registered Health Vis- 
itors with a Teaching qualification who will show 
evidence of recent study In Humanities and Social 
Sciences. Experience [n Teaching or practising as a 
school or district nurse Is desirable. 

Salary Scale £8,5 95-£1 3,656 

Further details and application form available from: 
The Principal, Mid Kent College of Higher and 
Further Education, Horsted, Maidstone Road, 
Chatham, Kant. Telephone 0834 44470 ext 212 to 
whom completed forms should be returned by 6th 
November 1987. 

153961} 


HERTFORDSHIRE 

Cassio College 

Langley Road; Watford WD 1 3RH 
Telephone : Watford 240311 

Lecturer 
in Hairdressing 

. Grade I (Temporary Full-time) 

A vacancy exists for an experienced and 
qualified Hairdresser to teach City & Guilds 
Mens and Ladles Hairdressing to full-time, 
part-time and YTS student groups. The ability 
to offer Wigmaking, Manicure, Cosmetic 
Makeup, Reception Duties and Advanced 
hairdressing would be an advantage. 

The appointment is Initially until August 31st 
1988. 

Salary Scale Lecturer I £6,843 - £1 1 ,865 (under 
review) rising to £13,656 plus Fringe Area 
Allowance of £309. 

Application Forms (obtainable from the 
Principal's Secretary) should be completed 
end returned as soon as possible and not later 
than 2nd November 1987 (s.a.e. please) 

(63955) 


HM PRISON, Norwich 

LECTURER 
GRADE 1 

irTERACr/NUMERACY 


who Is committed to the concept ofintegrated 
studies and who woqld Be able to oflfer additional 
inferests/sldlls, e,g. art and gafts. 

For further information and application form 
please send a large s.a*e. to IheCKfef 
Administrative Officer, Norwich City College 
ofRirther and Higher Education, Ipswich 
Road, Norwich NR22IJ. V ■; ; 

i 'ffiggm Norfolk County Council 

I Norwich City College of 

&,HIflh©r Education ;; 


COLLEGES OF FURTHER 
& TERTIARY 
EDUCATION 
cumin no>l 


Other Appointments 


BARNSLEY 

METROPOLITAN BOROUGH 
COUNCIL 

EDUCATION COMMITTEE 
BARNSLEY COLLEGE OF 
TECHNOLOGY 
Church Street, Barnsley STO 
2 AN 

Koqulred as soon as passible; 

LI In SOCIAL SERVICES 
AND SOCIAL CARE. 

Candidates should be firadu- 
staa OR hold a recognised qual- 
Iflcatlon In Social Work. A 
teaching qualification or re- 
levant teaching experience 
would be an added recom- 
mendation. 

The aucceeaful candidate will 
be required to assist with the 
teaching of the range of provi- 
sion of welfare services to Pre 
and In-Service Social Work 
courses. 

Application rormi and furth- 
er details obtainable from and 
returnable to the Principal by G 
November 1987 (SAE please). 
CB0322) 220026 


CAMBRIDGESHIRE 
Equal Opportunity Employer 
Cltycontre. Peterborough 
SENIOR COMMUNITY 
EDUCATION TUTOR 
BURNHAM F.E. LECTURER1I 
We require a suitably qualified 
and experienced person to con- 
tinue the development or 
Cltycontre an o major Commun- 
ity Education Centre In central 
Peterborough. Cltycentra pro- 
vides a wide range of opportu- 
nities far young people and Hie 
person appointed will be ex- 
pected to undortake develop- 
ment work throughout the com- 
munity. 

Further details and an ap- 
plication farm ere available 
from tho Senior Area Education 
Officer. Cambridgeshire Coun- 
ty Council, Tauthlll Close, City 
Road, Peterborough PEI IJU 
Cs. n. 0,1 Tol: Peterborough 

310101, Ext- 227) to be re- 
turned by Atb November, 1987. 
Cl 6710) 220026 


DURHAM 
COUNTY COUNCIL 
FURTHER EDUCATION 
COLLEGES MARKETING 
TEAM 

3 Pasta CSentor Lecturer and 
2 Lecturer II) 

The County Council and Ite 
Six colleges ere setting up e 
marketing team to boast tho 
efforts to Increase employer 
based training. The teem will 
be funded Initially through an 
Education Support Grant. 

Applications are sought 
from people both In Further 
Education and those wishing 
to work with college staff. 

. Application form and furth- 
er particulars, returnable by 
Friday. 6th November 1987. 
are available from the Direc- 
tor of Education, County 
Hall. Durham DH1 5UJ on 
receipt of a stamped addres- 
sed envelope, (20893) 220026 


BERKSHIRE 
ROYAL COUNTY OK 
BERKSHIRE 

NEWBURY COLLEGE 

Oxrurd Road, Newbury. 

Barks. RG13 1 PQ 

Tel: Newbury (063SI 
37000/42824 

Applications nre Invitad 
for the followlno poets:- 

LECTURER I In Brick- 
work to develop the CITB 
Integrated block release 
course Tor trainee brick- 
layers end also teach on an 
established course Tor 
General Building Opera- 
tives. 

LECTURER I In Carpen- 
try and Joinery to usslst 
with thu CITB Integrated C 
& J black releoAe course and 
some aspects of the GOO and 
brickwork courses. 

LECTURER [ In Social 
Care to be 1st year Tutor to 
the Preliminary Certificate 
In Social Care Course and to 
contribute to teaching on 
PC8C and City and Guilds 
Family and Community 
Cara. Social work and/or 
teaching experience prefer- 
red. (This temporary post Is 
to cover for Maternity Leave 
mid-November to the end of 
June 1988.1 

LECTURER I to leech 
Textiles, Printed Textiles 
nnd General Art and Deelgn 
tu pra-Toundatlon, GCSE 
and A level atudents. Ex- 
perience of Adult Education 
would bo an advantage. 

LECTURER I In Business 
Studies to tesch current and 
developing BTEC courses In 
Trsyal nnd Tourism. Inter- 
national Business. 

Retailing/ Selling ate. 

LECTURER 11 ta teach 
Accounting and one or Busi- 
ness Law. Business In- 
formation Technology end 
Office Administration to a 
wldo range of business and 
secretarial students. 

LECTURER II to teach 
Distribution and one of 
Salesmanship. Business In- 
formation Technology and 
International Trade ta a 
wide ranno of business and 
eocraterlal students. 


Further particulars and 
application form from Prin- 
cipal's Secretary (Ext. 208). 

Closing date for all above 
posts: Friday, fich Novem- 
ber 19.87. 

An equal opportunity em- 
ployer. (20 8 SB) 220026 


OLDHAM 

OLDHAM COLLEGE 

PboF” 1 * fap *■* January 

1 98 8a 

Lecturer I in Information 
Technology to taach In partleu. 
lar the Business and Menace- 
rtanr uses (or IJ*T, 

. Further details and applica- 
tion rorms from ‘Post 87/39, 
Office Services Unit, Oldham 
College. Rochdale Road. Old- 
ham 019 6AA. Tel: 061-624 
9214- (20393) 220026 


Mm 


NEWHAM! 

COMMUNITY 

COLLEGE 


An Equal Opportunity Employer 

This College of further, higher and adult education provtetas 
education and training for the whole community - from basic 
skill level to (Inal professional qualifications 

Principal Lecturer and Senior Lecturer 
in Computing 

(PL015/SL081) 

To make leading contributions to an expanding team and 
curriculum area In computer studteaflnformation technology. 

COLlnun will ranno ffnm rSh, and n..lld_ l- dtw ti-u I _ 


demand from Docklands and the City. Course design 
kSpSolfty 0 HCCB88,ocom P lJ,ln 2 forthe whole community Isa 

Lecturer I in Banking/Business Studies 

(LI 027) 

To teach Banking and Business Organisation plus one or more 
of Economics, Numeracy/Statlstlos and information Processing. 
College courses range In level from GCSE to Professional 
Qualifications, and Include PICKUP and open learning 
g^a to^Te yng quallflCetkwia/experlence an advantage 

Closing date for above two posts: 9th November 1 887 . 

Lecturer II In Graphic Design 

^aclap touraaTutoffartheBTHCNatlonal Diploma In Graphic 

btb? ^S 2T P ? ,enC L 0f 1 ,h ? MJ" Industry Sd 

BTEC Qas gn education system Is essential. Candidates should 


Salaries In the range: ■ 

PL £14,784 to £18,688, Bar at £16.488 

Bar* 21-W20 

uiiB^6stoei3,60e ... 

U £6,843 to £13,868 . 
plus £1 ,216 LW. . ' ' 

. Applications from woman, members of the ethnib rtnorlty qrouos 

”” . fv . . 

PwHcutom m available from* the : 


THE TIMES EDUCATIONAL SUPPLEMENT 23.jo.8j 

East Surrey College 

Redhill 

Required for i January 1988 

AVIATION & TRANSPORT STUDIES GROUP 

Lecturer in Aeronautical 
Engineering 

Applications are invited for ihe post of LI I in Aeronautical 
Engineering io develop the Group’s ueronnutical engineering 
provision, presently covering Licence Without Tyne Rating 
BTEC Nat Cert Eng (Aerospace, and CG7282 Aircraft 
Technology). Responsibilities will include industry liaison co- 
ordination of BTfcC work, nnd working on other aviation 
courses within the Group. A good background in aeronautical 
engineering is essential, prefernhly with some instructional 
experience. 

DEPARTMENT OF BUILDING 

Applications are invited for the following to tench in and assist 
with the development of this Department as it prepares fora 
move to a new custom built accommodation In 1989. 

Lecturer II in Building Services 

To be responsible for the Plumbing and Electrical installation 
sections of the Department. Candidates should be suitably 

Q ualified and experienced, and have a keen interest in the 
evelopment of new technologies in the building trades. 

Lecturer I in Construction Studies 

To teach a combination of two or more of the following subjects 
to a range of technician and craft courses: mathematics, struc- 
tures, surveying and building technology. 

Applicants should be suitably qualified and have appropriate 
experience. 

Lecturer II £8,877-£I3,938 p.o under review 
Lecturer I £7,125-£12,147-£13.938 p.a. under review 

Further details and application forms from the Staff Officer, 

East Surrey College, Gallon Point, Redhill, Surrey RH22JX. 
Telephone: Redhill 772611. 

Closing date: 14 days after the appearance of this adveuisment. 

taw l 


SURREY 

COUNTY COUNCIL, 


Education Department 
Lecturer 

WEST SUSSEX COLLEGE 
OF AGRICULTURE AND 
HORTICULTURE 

Agricultural Business Studies and 
Information Technology 
Salary: Scale LIA/1B 

Required from 1st January 1988 to teach 
Agricultural Business Studies and Information 
Technology at this progressive college. New 
computer facilities and equipment and Its 
potential make this post particularly challeng- 
ing. 

Please apply to the Principal at West Sussex 
College of Agriculture & Horticulture, 


Barsbury, North Keogth, Pulborough C084for 
further details and application form (s.a.e. 


please). Telephone: Pulborough 3832. 

IK 

west sussex 


Lecturer I J 
Food Service and 1 
Associated Subjects f 

Required from 1st January 1988. You should! 
pos8B8 a degree or Higher National Diploma. | 
Experience in the hotel Industry fs preferred. | 
You should be prepared to teach some or all of f 
the following subjects on BTEC Certificate/ | 
Diploma Courses: 1 

food service | 

front office and related subjects ™ 

marketing. 

tourism and supervisory skills 
This Is a re-advertisement - previous applies- 1 
flops wili be reconsidered. ' # 

Application form and further details from: The 
Principal, Beverley College of Further Education, 2 



nffi TIMESEP^ CATl0NALStJpp ^tENT 23.10 .87 

COLLEGES OF 
FURTHER AND 
TERTIARY EDUCATION 
CONTINUED 


jfea 

Working in 
Education 


Closing date for all posts Is 
6 ft November 1987, unless 
otherwise stated. 

All fufb time posts are 
suitable tor Job share unless 
Indicated otherwise. 


Lecturers 


JOB SHARING. All posts 
grade Lecturer I to Principal 
lecturer are suitable tor job 
share. Applications lor job 
shanng will only be considered 
if submitted on a paired ferns 
RegislQisolpotcnticilfib 
sharers nro nomtomtl lor. 
Cottages by Karon Nowhury. 
PSlFHE/EQOPPS. Room -136. 
The County Had. London SE I 
7PB. 

Adult Education Institutes by 
Brian Stanton. PSiCECb. 

Room P36A lha County Hall, 
London SEI7PG. 

. S4UR7 SCALES include .in 
inner London aUowonco. 
Lecturer 1 on an incremental 
scale C8.05B-E 13.080 wnh. i 
starting point depending on 


QuaMfCaftwis, naming and 
taperien co. Then to fll27i 
CU.B71 


Lecturer ft £9 SOT riJ.ii/i 
Senior lecturer 
t fC,035 (0.1/ f W.Qrtll) 

BRUTON COLLEGE 

Lecturer! 

Communications 

Rikm red tu noon us 

possitwa (o K*.:r h 

cwununjcaiions wi vor,iN,n,)i 
courspssur.n.ir.CfV,-: and 
«ttC_Appt*CAjHs must ba.a 
wmoa in industry or must ii&vu 

wmo experience of leufi un wi 
wcationaj courses R*f ; TUO. 

Lecturer I 
English & 
Language 
Support 

R®2*Masso<was 
[T?®® 8 to leach Eog* sb and 
Supp»t cnc>jf]«s 
college Aptfcams 
J^fo^kjioana.ysaure 

SSasap-* 

Lecturer I 

Child 


Aaecar/amusi 

'&BagSSSff 

SSfrgJ ** ****** 

■assssr 

Part-Time 


WSowab 



Ifebst; 


I HACKNEY COLLEGE 

Hackney College Is a large, 
mulli-sile coHego serving a wide 
area of Noriii and East London 
m Hie provision ol general pre- 
vocnlional and vocational 
■ education and training. For 

n,ore specialised training, 
ihe College is also recognised 
I ns bolh a regional and national 
' centre. 

Faculty of Built Environment 

Principal 

Lecturer 

Construction 

Required to assist in the 
management and continued 
developmeni °[ the Department 
of Building. The department 
otters a wide range ol courses 
at Craft. Technician and 
Prore5S)onaMevelsand 
applicants must have a good 
knowledge of the construction 
industry requirements tor 
education and training at these 
lovols Post No: 3001BG. 

Application forms and 
further details may be 
obtained from Mrs A. Yarrow, 
HacAnev College Kalian 

"Mare E8 4 RJi 
tot: 01-985 8484 exi 294. 

Please quota post no, 

SOUTH LONDON COLLEGE 
Vtosi Norwood site. Knights Hill. 
SE270IX 

Tower Budge silo Toofey 
Street. SEI2JR. 

Lecturer I 

Chemistry 

Applications are Invited Irom 
cfirnkstiy ijraitiiaii's lm tins 
vacant post, winch requires 
(o.idungat bolh tho Krugins Hill 
<imi Tower Undgo sites ol tho 

CrftwiL 1 

TftHi.fniirj [oCCSiE. RCE A'. 
BTLC and Access 
comstmisitiquiroU 

Department of Humanities & 
General Studies 

Lecturer II 
General and 
Communication 
Studies 

Requrfod tar January 1888, a 
Lecturer ll in General and 
Communication Studies lobe 
resfKtnsibie tor ttio servicing ol 
touraat'on level and adult 
returner courses m the Natural 
Sconces Department at the 
Tower Qt-dqfi site of the coftege. 
Bawy at our Tower 8ikjgesife 1 

there w-i also be some teaching 
ai the KnghtsH'l site. 

and ^ ! 

c lifted fromfiScoKwe | 


^RTHYCJnKSHraE 

COLLEa^ DUGHTEC «NICAI. 

eSS « ... 

ramie (l . 101 .?™° ° ny ° n “ 

Vovel® BTEC 
* 220026 


COLLEGE FOR THE 
DISTRIBUTIVE TRADES 


OXFORDSHIRE " * 

Housed mpI fa, ’ llalpd^S 1 
rrora lhB Frlnclnel 

Kb"®#, a-aru 5 * 

Ploy"r.^ a ?, PMrt ^'^ 0 E 3 >- 


London inStutej a 
^LB^stflrSquara.London 

Lecturer I 
Technical 
Drawing, 30- 
Graphics and 
Construction 

, n »^ t?ulfBd,rom 181 January 
if possible), in 
F ^ ,ty and 

Visual Merchandising. & leach 
° n BTECprogrammss at BTEC ■ 
Nattonal Diploma and Higher 
NaBonal Dldoma level, related 

SsripSn m ^ Deslfln 
Applicants should have 
Industrial experienced 
promotional work related (o 
display, exhibition or shop 
design, or a teaching 
background in Design and 
Technology at Sixth form or 
BTEC Diploma level. 

Teacher (raining will be 
oval labia to (ha successful 
candidate, il he/she does not 
have a teaching qualification. 

dmtUrafJnn a.«rui.u 


VAUXHALL COLLEGE OF 
BUYING AND FURTHER 
EDUCATION 

Belmore Street, Wandsworth 

Road, SW8 2JY. 

Tel: 01 -498 ,234. 
Department of Technician 
Studies 

Lecturer II 
Building & 
Supervisory 
Studies 

Applicants should have 

experfeiMotAoritinfllnthfl 

Building Indushy in the fields of 
quantity surveying and 
estimating - preferably with a 
contractor. 

ThB job wtN offer a variety of 
opportunities to teach on BTEC 
courses in Construction and on 
file CIOB Site Management 
Training Scheme. Tne 
successful candidate will work 
with a group oMacturers 
responsible for developing 

mi irooa In 


Registrar at Knights H&, 

W: 01-870 4488t0l-761 6289 
antwwphone). Please tndosa 
tae. 

SOUTHWARK COLLEGE 
T^«Cirt SE181E 
Sfti**ani Cokege ra the 
fMjOriKOkder 0,16-19 
Etr jca’ch and wan-og m tho 

HV&.V . 3 Cer.’JBL 1 Soumwark 
Tfcflj»4eqeri!sa fi/cnen track 
recc'd ft ra jponvreress to 

0er*;4 

Faculty of General Education 
(Oepahnwii of Vocational 
Preparation) 

Lecturer fl 
Personal and 
Career 

Development 

Aopt*a WTO are r.iried from 
e>per*nGe4 Pe»sonaJ aid 
Ci 1 hftf De/trvprrw UdEbers 
iikp on rhi s •rrpfxuol pCM 
Tbk per sort aplXKl’efl W « 

a* par. *jr a i«t sow* tied n 

Vteoronftonolfeievsraand .• 

h-gr, qa Frtsofta : and ' 

Career Oevtaepu^t eCJawn. 

fW.UfiSv 

furthm demand 
apptcatton forms obtainable 
komKphhvWon 


from thacolloQa at the above 
*&!«*■ (tol: 01-839 1547 
0x1203}. 

HAMMERSMITH AND 
NORTH KENSINGTON AEI 
Wornlngton Road. W10 500. 

Lecturer II 
English as a 
Second Language 

You will be responsible for 
organlsingpnd supporting an 
extensive tSL end language 
support programme. 
Cnntiidities will be expected to 
hrtvo extensive experience of 
teaching English as a Second 
Language to adults. A specialist 
totu^mnqualilicalionis 
toquiroa. 

rids Is a ro-odvertisemeni. 
nil previous applicants wM be 
re'considered. 

Application forma 
returnable, and further details 
from the Senior Administrative 
Officer, address atxm, 

KfNGSWAY COLLEGE 
Department of Creative and 
Vocational Studies. 

Lecturer I 

Graphics 

Required Irom 1st January 
1988. to teach end tutor 
students on the 8/TEC National 
Diploma in General Art and 
Design. 

Kmgsway Collage isa multi- 
cultural college with young 
people and adults From many 
ethnic groups comprising its 
student population. 

Application form and 
further details from: The 
Staffing Secretary fT/SI, 
Klnnway College, Sldmouth 
Sheet, Gray* ton Road, 
WC1H8JB, W: 01-2780541 
exL248. 

SOUTH WEST LONDON 
COLLEGE 

Business Education 
Department 

Lecturer I 
Marketing 

Required (or January 1MB. 
The successful appheant 
shoud hold a degree or . 


wiji uvo ■■ i supoi viaui jr biuuttd 

and building managamfinl. 

Previous teaching 
experience Is not essential - 
but candidates will need to 
demonstrate an ability to 
communicate and a willingness 
to help others to learn. Teacher 
training wlH be available. 


Tim Lyth, ihe Head of 
Department, to discuss the job 
prior to making an application. 

Lecturer I 

Computing 

An enthusiastic lecturer Is 
needed to teach skills in the use 
at common microcomputing 
packages - Word Processing, 
Databases, Spreadsheets, 
Desktop Publishing eta - on Ihe 
BTEC National Diploma In 


year Course in Information 
Technology lor Woman. 

Experience of working in a 
commercial computing context 
and the ability to leach a 
language such as COBOL 
RASCAL, C or DBASE3 wll be 
required -although 
considerable opportunities exist 
to develop now skills In the job. 

The successful appbcanl wilt 
work aapartofa very active 
team of lecturers who are 
developing a number ol new 
courses. 

Previous teaching 
experience Is not essential - 
but candidates will need to 
demonstrate an abllty to 
communicate and a willingness 
to help others to learn. Teacher 

tfB pfaa9B feel ?n& tottog 
Tim Lyth, the Head ol 
Department, to discuss the job 
prior to making an application. 

Appffcattontormssnd 
further detaSs maybe ■ 
obtained from the General 
Offke (extensions 343/357). 




Inner 

London 

Education 

Authority 


tsacu.nuuw KJuptiwu.vw 

courses at all levels. She'fra 
must be abto to offer one of the 
following subjects m addition to 
Marketing Accounts. Law. . - „ _ _ 

Behavioural S&ence and — ^| { Ffl — — 

-■ttSSSSSsB. IS an EQUAL 

sis 

SSHfm 0 ^ EMPLOYER 


REGIONAL 
COUNCIL 

ANEQUALOPPW TUHlTYEMPmvrfb. _ 


G L E NROTHES AND BUCKWWEN 
TECHNICAL COLLEGE . N 
DEPARTMENT OF BUSINESS STUDIES 

Lecturer B In 
Secretarial Studies 

GfflM “5! to l«ch a VAJB ranaa ol 

Lecturer B 
Computer Studies. 

^^SSSSSSS^S^SSS^ 

a(rr^“ e ? 8 uL^‘ ,ldate wl11 be ra 9 uir °d to contribute to a range 
° HNC Appllcania should have recant 3 

ay8le ™ * ttl ® buarnB8a snvironrE. 
tonglaS^ 00mpetonce ,n 0 h«> or more commercial programming 

DEPARTMENT OF GENERAL EDUCATION 

Lecturer B 

n Catering Studies 

1f va p ^ f088loni " quaimoatfoneand 

9x * H,riflnM °f teeohfaig or 

taairang iB desirable though not •sssntlal since In-aervToe 
professional training will be offered to the successful applicants. 
Salary Scale: Lecturer B £9093 - EI3898. PP 8 * 

required* - h ° U>,nfl n,a Y^ Bawa * ,B b,e In Qlenrothes New Town if 
™ iatpfmatlonand application forms are available from 

rampS? J ?.^r" B r°n PlfB HOUW 0iflnrot>1B “ whom 
completed forms ahourd be returned not later than Friday BUi 
November, 1 987. 


Kant County Council Education Department 

.NORTH WEST KENT 
COLLEGE OF TECHNOLOGY 

Lecturer Grade I 
in Painting & Decorating 

Applications are invited for the post of Lecturer 
’ t0 develop the painting and decorating 
c°affo secUon? 116 ^ t8 " fl rapld,y ax P and,n S building 

W'f 1 " cra f t ,8VQ| qualificatlona and 

£ 0a ? r D **? ord i Ka , nt DA1 2LU (Tel: 0322 
possible Wh ° m thBV 8hou,d ba burned as soon as 

(63BB2) 



MiljJ H| 


DERBYSHIRE COUNTYCOUNCI^^^ 
DERBY COLLEGE OF FURTHER EDUCATION 

LECTURER IN ELECTRICAL 
INSTALLATION WORK 

K£,f:r,r„r ahouid 

Lecturer for child 
DEVELOPMENT STUDIES 

uL™ Rfiqulreri for January 1988. Apolicsnta 

should fmvfl a teaching background In the nurearvAnfant ncuir uufth 

not rM?ply hl “ p ^° us appl,Cfln,8wlH be considered and ne«T 

are available from The Chief ; 

^nTie^De^a r ’ ert>V Co|,fl8BQf F H rthB ^ 

elating date B November 1887. 

our, sthnlo or national origin, ordlaabltlty; i 

-.‘V . ' 7 • 'ttoWBt ; 



J County Courtdl * -1 >; \ 


) 




THE TIMES EDUCATIONAL SUPPLEMENT 23.10,87 



Thyside 

Regional Council 


FURTHER EDUCATION 
ANGUS TECHNICAL COLLEGE, 

KEPTIE ROAD, ARBROATH DD1 1 3EA 
(Tel. 0241-72056) 

Lecturer "B" (2 Posts) - Business 
Studies and Public Administration 
(Salary Scale - £9093 - £13,398) 

Applications are Invited for the above peats from suitably qualified 
end experienced persona who should be able to teach In at least two 
of the following areas: Accounting; lew; Economics; Public 
Administration; Personnel; Marketing and Management. As well as 
NC and HNC classes, the Section offers a variety of ahori courses, on 
which thesucces8ful applicants would also ba required to teach. 

Lecturer "B" in Office Studies 
(Salary Scale - £9093 • £13,398) 

Applications era Invited from suitably qualified persona preferably 
with relevant Industrial experience to teach a range of Office Studies 
Subjects e g Office Administration, Accounts, Shorthand, Typewrit- 
ing and Word Processing to students on National, Higher National 
Certificate and Diploma Courses. 

DUNDEE COLLEGE OP FURTHER 
EDUCATION, OLD GLAMIS ROAD, 
DUNDEE DD3 8LE 
(Tel. 0382-819021) 

Lecturer "B" in Electronic Servicing 
(Seiary Scale - £9093 - £13,398 

Candidates should havB industrial experience in a branch of Elec- 
tronics. 

The teaching programme offered la likely to ba melnly concerned 
with the Electronic content of the SCOTVEC National or Higher 
National Certificate In Electrical end Electronic Engineering. 

The preferred qualification la a Degree In Electrical and Electronic 
Engineering. 

Application forme and further details of the above posts may be 
obtained from the Principal of the College concerned to whom cam- 
plated applications should ba returned by FRIDAY, S NOVEMBER 
1887. 

TAYSIDE REGIONAL COUNCIL 18 AN EQUAL 
OPPORTUNITIES EMPLOYER 

1639461 


Bromley College of Technology 

Rookery Lane, 

Bromley BR2 8HE 
Tel: 01-692 6331 

Lecturer I 
Communications 

Available from 1st January. 1988, TWO pasts of 
lecturer 1 to tepch subjects from the fallowing: 
Communications on Secretarial and BTEC courses, 
including Leisure Studies, Office Skills and 
Technology, Reception and Customer Relations Skills, 
interviewing and Job-seeking and Marketing the 
Leisure Industry. 

Join a lively team in an expanding area of work. Apply 
immediately to the Principal's secretary for further 
detai Is a nd an application form. 

Closing date: Friday, 6 November 1987. 

Salary scale (under review) for both posts is £6, 843- 
£11,865 plus outer, London weighting of £795. 


BLACKPOOL AND 
THE FYLDE COLLEGE 

ACaitreofExcefeiKt 

LECTURER II 
IN MATHEMATICS 

LECTURER I IN 

CHEMICAL PUNT TECHNOLOGY 

ASSOCIATE LECTURER 
IN PSYCHOLOGY • ■ 

Closing data: 30th October, 1887. 1 • / 


Bispham, Blackpool. Tel: 52362 Exl 331. 

mm 

Urtcashre County Council c an Equal Opportunities Empioyer . 

. wIcofwappkstHXB from alJ sections of the community 


COLLEGES OF 
FURTHER AND 
TERTIARY EDUCATION 
CONTINUED 


Oxfordshire 

County Council 

AN EQUAL OPPORTUNITY EMPLOYER 
THE.HENLEY COLLEGE 

This new tertiary Collage, the first in Oxfordshire, opened in 
September 1987. The following post, to start in April 19S8 (or 
sooner in the Spring term if possible), offers an attractive 
opportunity to help create a new College. 

CREATIVE and 
PERFORMING ARTS: 

Division/Team Leader 

Thla important and exciting post offers the opportunity to lead 
a team of staff responsible for teaching Art and Design, Music, 
Drama and other Performing Arts to 16-19 and adult students. 
We are looking for a creative artlat or designer with Interests 
across these fields. Applicants should have good organisa- 
tional skills, management potential and the ability to produce 
work of a high standard. Teaching and/or Industrie (/commer- 
cial experience in the Art and/or Design field would be an 
advantage. 

Salary: Senior Lecturer Grade: 

£12,615 -£14,820 (Bar) 

(under review) 

Plaaae write for further details (enclosing an A5 SAE please) 
to Mr G D J Phillips, Principal, The Henley College, Deanfleld 
Avenue, Henley-on-Thamea, Oxon RQ9 1UH (telephone Hen- 
ley (0481) 579988). Applications should ba received by Friday 
6 November 1087. 


Barnfield 
Co lege 


SCHOOL OF ART & DESIGN 

Applications are Invited for the following full-time post in the 

School of Art and Design, which becomes vacant on 1st 

January 1988. 

SENIOR LECTURER IN 
GRAPHIC DESIGN 

- to undertake responsibility for the development of a 
curriculum to meet the changing needs of Industry. 

- to co-ordinate the School's Graphic Design, Photographic 
and associated studies on BTEC, YTS and Adult Training 
courses. 

- to teach within hlB/her own discipline. 

Salary Scale: £1 2,618-El 5,873 pa 


CUMBRIA 

BARROW IN FURNESS 
COLLEGE OP FURTHER 
EDUCATION 

Howard Street. Barrow in 
Furness, Cumbria LA 14 
1NB 

Tali (022 9 i 350 1 7 

LECTURER ORADE I IN 
MECHANICAL 
ENGINEERING 

To toech mathematics, 
engineering aclencu, en- 
gineering drawing end 
associated subjects to 
B.T.E.C. Certificates anil 
City end □■■lids of London 
courses. Applicants must 
have relevant academic 
qualifications and indust- 
rial experience. 

Applicants will lift vo un 
added advantage ir they 
are teacher trained or Itavii 
teaching experience. 

Further particulars and 
application forms lire 
available from the Princip- 
al, to wham they should lie 
returned by 6th November 
1987. (20109) 320026 


DUDLEY 

METROPOLITAN 

BOROUGH 

(Equal Opportunity 
Employer] 

HALESOWEN COLLEGE 

LECTURER I IN 
ENGINEERING 

Required for 1st Ja nu . 
ory. or sooner ir possible 
inni1 r<lr t ln . Ennliioerlng! 
Applicants should be able 
to teach workshop thuorS 
u,, w. P rnct,c o «nd related 
subjects to BTEC National 
and City * Guilds rour“22 
Candidates must he pre . 

i.*.ilfi ad to wor K “n extended 
col Inga your if and wlisn 
®“* ar V- Burnham 
Fui tlior Education Lecturer 

‘'“*n 119 from the 
Principal, David Terry. 
Halesowen College, Whlt- 
tlnqham Roed. Halesowen, 
West Midlands BM 3NA 
(Tel: 021-950 1431 j. 

Applications should be 
by latter enclosing a c.v. 
nnd should roach the Col- 
by 30th October. 
133971] 230026 


For further details and application form please apply to Miss 
M Lawrence at the College. Completed application forms 
should be returned to the Principal, James Horrocks, by Fri- 


day 8th November 1987. 

Barnfifald College, New Bedford Road, Luton LU3 2AX. 

Tel (0582) B07B31. 

162347 ] 


Applications are Invited from suitabliy qualified 
applicants for the post of: 

Lecturer I 
in Law and 
Related Subjects 

which Is available from 1 January 1988. 

The ability to offer an additional business related 
subject would be an advantage* . 

Further details and an application form are 
available from the Principal's Secretary, Eaet Harts 
College, Turnford, Broxboume, EN10 6AF - 0982- 
486451, ■ 

Closing date: 10 November 1987. 


EAST HERTS COLLEGE 

^TURNFORD, BROXBOURNE 
Tel. Hoddesrion 466451 


KENT COUNTY COUNCIL EDUCATION DEPARTMENT 

SOUTH KENT COLLEGE 

Open Learning 
Co-Ordinator 

(Senior Lecturer) 

Applications are invited from suitably 
qualified persons for this important post. 
For further particulars and application 
form apply to the Principal, South Kent 
College, Shorncliffe Road, Folkestone, 
Kent CT20 2NA (0303-56661). 

Closing date for applications: Friday 6 
November 1987. 


KENT© 


( 63963 ) 


COUNTY 

COUNCIL 




GRANTHAM COLLEGE OF FURTHER EDUCATION, 
Stonebrldge Road, Grantham, Uncs. 

Telephone (0476) 63141 

DEPARTMENT OF BUSINESS STUDIES 

LECTURER Grade I in Travel and Tourism 

Required for 1 st January 1980 a person to teach students 
on BTEC National Diploma In Travel and Tourism and 
C0TAC Level 1 and Level 2 courses. 

Applicants should be ambitious, able and have good business 
experience at management level in a travel related business. 
Previous full-time or part-time teaching experience would be 
an advantage but not an essential pre-requisite for the post. 

Application form and further particulars available from 
the Principal and should be returned 
by 2nd November 1987. 


Lincolnshire 

County Council 


WAKEFIELD DISTRICT COUNCIL 

LECTURER II- 
FLEXIBLE LEARNING 

CO-ORDINATOR FOR 
MANAGEMENT STUDIES 

A Lecturer II is required to co-ordinate; 
the increasing range of management, 
training schemes run on a flexible learn- 1 
Ing basis. Experience on open learning ! ; 
management courses is necessary. j- 

Applications forms available (on receipt ; 
bfj art s.a,e.) from The Chief Education! 
Officer, 8 Bond Street, Wakefield, WF*) 
2QL, tp be returned by 6 November^ 

£*f 


ip TTMES EDUCATIONAL SUPPLEMENT 23.10.: 
ALLEGES of further guernsey 

^TERTIARY states OF au 

Education «&V,? i E duc 

‘ossa 

ESSEX ?™5i R es MEN1 

SENIOR LECT1 

mUOHTON COLLEGE OF 

L £jhTHBR EDUCATION APiillruilonN u 

tordora Lono. LoUflHmil. 1 y l,u hn ' 

1 ° 3sa TuWttn Lo a 

Trt: 0, - fl0H 851 * 

DEPARTMENT OF *.« Bunco . 

BUSINESS HTIIIJII-K ! 8 Mlh u. r . 

Required from 1.1.88 or ... 'V. ■'•illtlon 

,, win an pOHbililn thorn- I»UhIiiohh nukI 

!>>., Lacturnr liriuln 1 In ,l,c ' 1“ 

!!Sk AccuinitN 11 ml/m- 5!. ,!<1 »«linl 

jvt; succuHNfiil uiinliriiiii nni'N 

rtould bo aiiltulily uu.il- »\ u \ l ' n r. ,hl > 
fried and |ir«Inriilily tmcl Mint ritt Inn mid 

L.. toaclilim nxnc'rlniim. *niirm.H hi iIiIh 

Kndldaton who urn ithln in I’nnarl niiMit . 

offer only unn nl (Ho ulmvo „ ry will >' 

tubJacie ellOllltl I ml Ini In } V J 1 1 Hum I mm 1 

friiat olhor lliiHliii'NM Him- 1 ■«’»■! i»r„m i n |.-„ 

rii.i sub J act h they f.n 1 lunilur riwliiw) 

Uflfh. I'Iiiuhb IftlnjitT 

u * 11 ‘>u lurniM nnd 

■alary Brain: J16.R34 - Ml, III" im»»I tu 

tlS.fiBO |i.i». I’Iiin £30‘l L 1 I 111 nl Inn, K«li 

London Innor I- rlutit* Alin- • !!:*.*■ Box 

« nC0 - 1 Tn! T 04 II S' V/llI 

Application Inrun* anil J v li rniillilnii 

fwifier dfttallH urn uvuii- rnliiriincl l>y 

■bio from Ilia Prlm-liml to Grinlmi-, 1 11117. 

wham they altuultl lm rn- — — — 

turned Uy 6th Nnvmnlmr. “ 

^ ah _ hamp 


GLOUCESTERSIIIKE 

1 

I inD-OLOUCEBTERKHIRF. 

[ TECHNICAL COLLEGE 

| Applications ara luvltml from 
j luHobly quallflfttl pnrfionM far 
|ta post Of LECTURER 
0 RADB I tn COMPUTER 
. STUDIES, vacant from 1 bt 
| Juwry 1988 . ApplU-nnta 
[ itould ba able to laacli a 
1 nriaiy of areas on the inxc 
, HiiloMl Diploma In Cnmpu- 
fu Studies and aliould also bo 
able to undertake tench Inti of 
Information Procotniliiii nnd 
Gwputer Literary un u wide 
2 ?I B inrluilinn 

rts ami CPVE. Ciniriiii ut<iH 
Biauld be capable of nrrnrtnn 
i “J?*** ° n , D otlier Ixmlnnns 
1 tod lei subjoct n morn lily In 
! lb leisure Btudira/trnvnl nild 
, teirism areas. 

Application form mul fiirih- 
i S 1 ^ # Af ,l ■. rr ? ^, T! 1 " I’rinrlitHl. 

! Xld-OloueaBterali I ro Tni-liniral 

I h B ‘ Rtintl, 

S™ 1 “A, , tMrmnl ,RU4. 

831 . LIohIiiii ilntr fnp ri >. 

wptof copiplrtoil ii| iii lb niiini 
™ “ *wo wnKin rrnm tin. 
Wwance Of tills ailvpi-i|ar- 

Oloucsaiaralilrft (’inmiv 

Cornell Is an nnnnl n|«itn|-(ini|. 
2!? •™ p, °X Bp »M*I ItONltlVHly 
Jn«?p?ion- "PP'J'Mt l‘«ns from 
fjaSWi " of cummunliy. 
US97T » 23002 6 


STATES OF aUBRNSEv 

^ A U r N E C S lE DUCATl °N Y 

eS8^£P p 

STUni H ES MENTOF BUSINESS 

Htniin ' wiiu" 1 }, aid* 
l«iii-liiiiii/i.omni«irclnl ain^JVi* 

, , .n»H H ,hU, r . 

SilllP 

HAMPSHIRE 

lecturer grade r in 
FCQNOMlCR/DUSlNESfi 
1JN V I RON MENT AND/OR 

11UKINESS STATISTICS 

ft) Tp to .‘? h mlnly at BTEC 
n l ‘"Vel Initially. Ap- 
P I leant a should have 

2KS POpptat *a call ona 

anil preferably have 

Indiiatrlal/commerclal ox- 
pnrlenco. 

wSvSVciP" aRAnE ' ,N 

l- T e? ‘and’ UTEc" Nalfnnal 
• Mlirann, bul tlm ability to 
offer Radtnloiilcal Praca- 
cluritft nnd Nnclnar Inatru- 
■nnntntlun up tn rnd level 
would bo 1111 nd vu nl age. Ap. 
nllrniiiH nlinuld bold a rio- 
, ,M ''Byalca anil nrnfer- 
alilv llnvr Imlus trial mid rn- 
Mt>nrrli nsiiorlnni-n. 


CLOUCBSTEnaillltE 


ipBF- 

SgS!T.T£. M,; "“ 
SMa^rm. SiftS*** r, " ,or 

*"Kra? ,u,,,, . , . r ' 1 bavr 
•WMair o 1 1 an lm- 



HEssibiBnE 

hisai mni rr. 

IllOMMrlWI/ 

I,, u ,-,* ,, . , * ,, llliy in lift 
,,d SsitahiM ru|l, , , 1 llralun 
!Ntea*"*f^i. > L lf 1 ? * ** ‘lexiiiu 

S*barahlo A, J r 'n mm 

S*'larea ,P I w , 1 ,! 1 ,' \ hl ■ “ " » » n I 

I^raphfc n»mhX hl " •"b "I 

S'*- Ihounh ? ,MU •’Alien. 

f »hl|il, Uah is nut 

(0 5*Se?^ , e f will h* 

ifiTELBer daiaii. 


fwrfii, 

t^bnolSiy 0 V." Am 

*t»daie.**“ rro "i advert nr* 
County 

S, “iployer \ u W M '«nm • 

2f*W aPMIri? ‘ I'l'llllirlV 

or ,r,,m an 

\ ■aiq 'omuiuiiHv. 


nmili County 

"dnai npiinrt uni . 
lira?! 1 I , *:««l**-|y 
ifc! ,l,,n * Er»im all 
«ne comijiiiuiiv. 

2200-2A 


....... „,r nai-iu-uiariy WOI- 

with clla- 

nlillR|en. 

Further ilrlulln rrnm Pnr- 
■(iiinnl Nrctlon, Farn- 
liiii niiun l ullonp of Tarlinol- 
nuv. niiuiidary Roud. Farn- 
liiirouMli. llama, gum 6sn 
}T*di 0398 915511. Exl. 

•s 1 111. 

Cl In Klim data: fttli Nuvani- 
lirr. 1987.130510] 220036 


I.ANCAH1I1HK 

Ill.At-KlItritN I-OI.I.LGE 
* ■BlIiiniiMtreni. mm kluiru 

It 112 11.11 

An Iiiatlliitinu of Terllary 
nml lllplier Liltn n I Inn 

Nf til till. Ot llllniNFNH 
AN It Hilt 'It liTAlll Al. 
6TIIHII.N 

i.-*’*.' riiiti:it nit a hi: 11 • 
Nl.l-Ul.rAHIAl.hTllltirh 

Ai>|MI>'in|ta allnlllil liavn nil 
aiipi upriaie ileumn nr in'O- 
lea.Kiiml uualirii-niiuu and 
l>e lil'eoai-ftil tn In I lire nil n 
utimtinr nr anintarlnl ami 
lilialllra* Ml ml Ira HuhlmlH. 
(ntnirai/rkiiHrlHnre In Uimn 
Learniiiu wonlil lie up ailvan- 

I a ije 

. AiipllraiKin lurnia and 
furiliar dniaila ran hn 

• dituliiBd Irmn thn Vire- 
Prim anal i Itaaourceai. at 
the tilnxr n (.nil run on receipt 
of a •tuiuiiBit aildraaaeil an- 
velour and in wbnm they 
vlionlii he returnftfl aa anon 
a« miamirilft but no later than 
6 November, IUB7. 

l ain Mbhire Cdunty Coun- 

* II la an Koual Opportunities 
Fmplnkor welconiliiH ap- 
nlhniiuna Iron* all aectlons 
of the * ommunlty. 

t 169731 380026 


Sone College, 

ttCIJLTY OF TEACHER EDUCATION 


1 ■nstial and in-setvice courees. This Is 

B f fouiot5cSSSel ; ®y !pfccat,orkS alf6ady f0C9ived wlU con ‘ 

JINCIPAL LECTURER 
2'JRDINATOR OF HUMANITIES. 

01 anc * ^ interest in the humanities 
tedgrtkf- £* primary school; and able to give 
^.(LfcvL? ^1? irt ® ft lf9Cfptewy course within the 
h oogree. Good academic qualifications 

or H story; abWty to contribute topro- 
10 raHQtous studies hi the primaiy 

0 *Uri 4)0 80 acfvar,ta 9 e - : 

to an equal opportunities 

Ladurar tl4,7S441S^08 

from the Seo 
citog#. Bwnouth, 


havering 

HAVERINC 0 " 0 '' 

H A VErinq tech N ICAL 

PARTT, ^Sf AC HfNG 

SSS^fSSkBMrtna 

An A noxlgn Dcpartmont 
llalrd renni n g 

Sr* 

FI* Ln'a I u d] o " C 1 1 V ° 

Drama 

Grapliio DoBlgn 

Computer Graphics 

nJSSlSSl * ““"“intent 

Manunomoiii Skills 
* 9cf eiwa paVtme n™ B ‘ lc * 

H^flSlSK^.TcS: 

binod Science, Geography! 

RnDiS“ ni il!. trl '.' Economic*, 
i?. Bl L h .’ pl, 7 ,lc ti Biology 
Psychology. Mathematic? 

Helrdresalng A Beauty 

SaS.” “-m- 

dotalla or quail flcationa, ex- 
?hX a Haad n or* V n , “ h,,,ty *° 

2L.?as.,"fi.^* r r„"¥s;s: 

asL^ss-.^raa 

RMll BLL. (167791 320026 

HUMBERSIDE 

*^“dV £ .U'„V £1 ’"" p ' y 

^°'Mt pn Boale according to 

SL»- l . l .{!2. l, S n * ? nd °*Perlanca 
Required to teaah workshop 
with a bias towards 

?!*■“ t Ki 0, JUR ,, 5 nc ® - bul you 

M i("d upon to teach 
engineering. 
Knowlodpo of CNC work would 
The claaaas 
fPraa f rom Drat- year appran- 
mature, multl-aklll 
t L l !S? 00 *: You should have 

skills relevant to plant mainte- 
nance In pro eoss or patro- 
r Inimical Industries. An 
nppreiiticeahln, sound practical 
baakground along with 
npnruprlata quallflcatlona ra- 
qulrad. 

Application form from: The 
Personnel Section, arimsby 
College of Taohnalogy. Nona 
Corner. Grimsby. South Hum- 
bnraido DN54 BDQ. (SAE 
plaasal. Closing ante: 8.11.87. 
Uumbarsldo County Council 

O p pa r fu n ul ea .*(32 9^4] 

SOMERSET 

COUNTY COUNCIL 

LECTUriEU IIN 
CONSTRUCTION STUDIES 

SOMERSET COLLEGE OP 
ARTS AND TECHNOLOGY 
Tnnnton 


ItliPAllTMUNT OF 
II l II 1.1)1 NO AND 
KUUVEYINO 

Tlm peroitn appolniad will 
liavu a backaraiind In tha 
Cuiiatriii-llva Induatry, bo 
priirtii.111 op ally niinllfloU tn 
niillilinii/CIvll nnglneerlna 
or other aasnclatnd dlacl- 
nllnn anil Drafiirably will ha 
lonelier trained an that hn/ 
sho can undnrtoko ilia cn- 
unllnat Inn of UTEC rirat 
Dlpluma and Flrat Certiri- 
cam rouraee and lta capable 
of teaching nTEC Units ln> 
eluding Sclsnca end 
Mathnmatlcs. 

Application rarm and 
further details (sue plaasa} 
from tha Chief Administra- 
tive Officer, Somerset Col- 
lege nr Arte and Technology, 
Wellington Road, Taunton. 


Nuvnmber. 

AN EQUAL OPPORTUNI- 
TIES EMPLOYER. 

C30B1SI 23O02G 

WOLVERHAMPTON 

METROPOLITAN 
BOROUGH COUNCIL 

EDUCATION 

DEPARTMENT 

WULFRUN COLLEGE OF 

FURTHER EDUCATION 

Application! era Invited 
for tha following appoint- 
ments: 

DEPARTMENT OF 

GENERAL STUDIES 

LECTURER GRADE II 
(Poet No. 88 ) fn Distance 
Learning (with afreet from . 
I January 1988 ). 

LECTURER GRADE I 
(Post No. 831 In Sociology 
and Psychology to start ns 
aemn aa possible. 

Salary In accordance- 
with Burnham Technical 
Hi.ala. 

Forma of application and 
further particular* aro 
obtainable by Banding a 
stamped addressed foals- 
cap envelope to The Prin- 
cipal. Wulfrun Collage of 
Further Education, ’Paget 
Road. VVolverhfimptan . 

WVB 0 DU. to whom com- 
pleted applications (quot- 
ing Post number) must be 
returned no l«IW l^an 
fourteen days ■{*" « 

appearance of thla adver- 
tisement. 

Wolverhampton MBi™- 
polltait Borough CouncMle , 

uni equal opportunity em-, 



SURREY 

SSSM»B-S8J8Sf*' 

Si?£!8 F ENT OP APPLIED 

mmm 

KT17 ?hS ’ BRsom, Surrey 


Polytechnlcg 

Other Appointments 


STAFFORDSHIRE 

NO R1 P0LYTE CHN?C H > RE 
a PPO Fntm In T e A BER v r c e 

CAREERS OFFICER 

£9,996 - £1 1.805 per 
annum (£10,191 - £ 19,075 
w.e.f. 01 . 02 .B 8 >’ 

ora Invltnd 

of “ n » dis- 
ci p 1 1 n a for tha post of 
Careen Officer at the 
£ann!7 l hri c ' Candidates 
S5ra 1 S« hBW * y opk exparl- 
■ graduate caraera 
hSiH**r ? r Blntllar and/or 
iricatlSn Pr aa" " * jj ,n "c B r ear a 
mev CB u' ThU -i lhB 

ottractlve 
■Jtnur to thoea who are 
already working with 
undergraduate, or thoae 
who nave experience of 
older end more able stu- 
dents In school sixth rorma 

SS..ra C a?JL loBB or further 
eduaation aa a careers 
advisor. Applications Bra 
■ought In particular from 
IJL 1 ?* 6 Intereatad In work- 
ing with students under- 
taklns Art and Design 
couraos. 

Application forma and 
fu™B r particular* are 
obtainable from the Per- 
sonnel Section. North Staf- 
fordahlra Polytechnic, Col- 
leae Road, stoke an Trent, 
Staffs. 8T4 2DE, Tel- 
(0782) 744531. Ext. 311- 

_ Closing date: Monday, 

9th Novambar 1987. 

»s.i, .r-irvjjif 
asswr""' 


Colleges of 
Higher Education 

Other Appointments 

CHELTENHAM 
THE COLLEGE OF 8T. PAUL 
AND BT. MARY 
LECTURER IN 
MATHEMATICS 
Required from January 19SB 
(or as soon thereafter ea 
possible), a well qualified 
mathematician to contribute 
to subject work at degree 
level. A commitment lo de- 
veloping one or more of tha 
following would be an advan- 
tage: 

IJ Research 

ll> Information Technology 

III) in Service Training for 
those In employment Including 
teachers 

Iv) Teaching of Mathematics 
In Secondary schools 

Appointment until August 
. 1990 In tlie first Instance. 

Salary: Lecturer l/II (pay 
award pending). 

Further particulars and ap- 
plication form can be 
obtained from the Principe! 1 * 
Secretary, Tha Collage of St. 
Paul and St. Mary. The Perk, 
Cheltenham GL30 2RH. 

Closing date for applica- 
tions: 0 th November. 1987. 

f 16555) 880026 


LANCASHIRE 

B. MARTIN’S COLLEGE 
OF HIGHER EDUCATION 
Lancaster 

LECTURER Jf/SBNIOR 
LECTURER IN PRIMARY 
SCIENCE 

Applications are Invltod 
for appointment from lat 
January 1988 or aa aaon aa 
possible thereafter for the 
poat of Lecturer in Prim- 
ary Science. 

The person 1 appointed 
will be exported to make 
major contributions to Ini- 
tial end Jnservlce course*. 
Primary School, teaching 
experience la essential. 

Applicants Should pos- 
sess an appropriate hon- 
our* degree, successful re- 
cant teaching experience, 
and he fully conversant 
with primary curriculum 
development - relevant to 
tha teaching of grfeneq jn 
the primary age rang*- ’ 

■ Further , particulars and - 


Lecturer ll/Senior 
Lecturer in Primary 
Education 1 

The College Is seeking lo Bppo\ n i a w B ll-otiallflflri 
and experienced graduate teacher v^ho face cable of 
making a significant contribution to the pTol^alonal 

teachere. 0 ^ trainfn0 of ?ntend/ "S frimarj 

Candidate 8 should have recent and successful 

Lrfn ?L nfl ® x P 0r,ence w rihin the Primary age-range 
and should have a specialist Interest in some area of 
the Primary curriculum. 

An advanced qualification In Education and an abil- 
ity to contribute to the teaching of educational 
psychology would be an advantage. 

Further details and application forms may be 
obtained from: The Assistant Director (Staffing), 
Crewe+Alsager College of Higher Education, 
A eager. Stoke on Trent ST7 2HL. (Telephone No. 
Alsagsr (093 63) 3231). Closing date for completed 
applications Is Friday, 20th November, 1987, 

Crewe+Alsager College 

of Higher Education 


H0MERT0N COLLEGE, CAMBRIDGE 
Information Technology Education 
Curriculum Development 

LECTURERS in 

INFORMATION TECHNOLOGY in 
SCIENCE, ART & DESIGN 
and MATHEMATICS 
(3 Posts) 

Applications are Invited for 3 temporary posts to start If possible by 

&S3SSB I &'% 

SS* ^ UCCBB * ful applicants will be part of a team of lecturers 
.g yy to support the use of Information 

*>1? ,n . ScTflrW *- Applicants should have ex parlance or 

,hBWY Bnd P racti “ ,n 0 

Khrol Bn re,fltsd 8,ud, «» a wcondary, middle oFfuntof 


Appllcanta ihould have axperlenee 

iss^ssawsrssr ■“ ° f • — 


c ? uld d ™ wn fromaohoolB, LEA advisory 
teams or centres of taacher education, perhaps on secondment, 


day 9th November 


Our Department of 
Science & Technology 

requires a 

Senior Lecturer Grade 2 

to join an expanding team. Applicants must be able to teach 

aoioss the spectrum of HNCZHND dourtes and be able to 
amtribute to in-CoUnge .and iiHXMnpanji- short courees. 

X degree is required in an bpproprtate discipline and recent 
Industrial expoience is desirable, 

: Atoy ^ropriate specialism will 1» considered. " 

. For further details of this post and an application form 
please contact: - - . • 1; i 

The Staffing Officer - ... . 

Slough College of Higher Education - 1 

Wellington Sheet, Slough SL1 J YO. . is • 

. ■ . Tel^hc«ne: S(pugh (0753) 3458^ ext 21 3 
An -Equql ^OppoiWtlM 






Jv=^<>ii4d 


THE TIMES EDUCATIONAL-SUPPLEMENT 23,10,8? 


COLLEGES OF HIGHER 
EDUCATION 

comlnuad 


WEST SUSSEX 

WEST SUSEX INSTITUTE 
OF HIGH EDUCATION 
irnrorpurntlna nishop • 
OH®r Coll boo, ClilcliDiitor 
nnd Boh nor 
RkiiI* Cnlluga) 

SENIOR LECTURER (N 
PRIMARY TBACHINti 
BTUOIEF 

Appllr-al (oiih lire lnvllril 
rrom minimiiil vxjuirl rueful 
ti‘ii<!liiirn Ini- til*.' liont nf 
SHinlcr Lerlnror ( Uiiriiliam 
F.E. Hraloi in Primary 
Toactllnn (itllkllKN to toncli 
an (lie four-year D.Ed.. 
P.G.G.E. anil In-SorvliD 
cauraoa for teaclmra wltli 
eCCact from 1st January 
1BBB. 

Eaparlonca al teaching 
In a First. School, n back- 
ground In cooiUtlyB 

t iaycholooy and a currlcu- 
um itrenolli preferably in 
the performing and/or 
creative nrta will be parti- 
cularly relevant. Know- 
ledge and axnorlonco of In- 
ner city schools will ha an 
additional advantage. 


Fellowships, 
Studentships and 
Research Awards 


Further detuLla and np- 

B llcatton forma from 

I rector's Administrative 
Assistant, West Sussex in- 
stitute or lilth Education, 
The Dome, Upper Baanor 
Road, lioanor Reals, West 
Sussex Po2l IHR (Tel: 


oa4a-sasaBn. cloning 

date Tor return or applica- 
tion forme is 13th Novem- 
ber. ( 1 63 07) 280036 


University 

Appointments 


MANCHESTER 


THE UNIVERSITY OF 
MANCHESTER 

THE MANCHESTER 
MUSEUM 

KEEPER OPO BOLOCV 

Applied t Ions are Invited 
for this temporary post Ctwo 
yaarei. The collections cov- 
er all aspects or neology and 
are particularly rich in 
palaeontological material. 
Salary within ranee £1 1,013 
- £13,879 p.a. on the Grade 
A scale for University Lec- 
turers. Superannuation. 

Applications with curri- 
culum vitna and tha names 
and addresses of two re- 
ferees to The Director, The 
Manchester Museum, The 
University, Manchester 
MIS BPLby November SStlt, 
1087. 

Tha University is an equal 

?msir ltlaa ■ om s»6 


NEWCASTLE 
UPON TYNE 


UNIVERSITY OF 
NEWCASTLE UPON TYNE 

SCHOOLS PEL LOWS H I P 
1588-83 

Aiiplicutiune urn nvltcnl 
from uctlvn, nxuo r Irnntl 
uieinbnreci the lonchnu pro- 
fbSHiaii fur thu Sdi on |a Ful- 
lowalilu for the uiadcnili' 
year 1988-89. The Fel- 
lowship i« tonabln In uny 
Department or School of tlic 
Unlvaralty for one or more 
terms nnd provides the 
opportunity For tho success- 
ful candidate to undertake 
study or research an topics 
of Interest to tlis Fellow's 
school and the Univaralty. 

Free board and lodging 
will be provldod if the Fal- 
low lives beyond dally 
travailing distance from the 
University. There Is no 
stipend eo a Fellow must 
obtain secondment with full 
salary from hla/tier em- 
ploying Authority. 

Further particulars and 
application farms (which 
must bo returned by 13th 
November 1987} may be 
obtained from the Registrar 
(Fellowships}, The Uni- 
versity Newcastle upon 
Tyne NEl 7RU. 

(204341 340000 


Adult Education 


CROYDON 

LONDON DOROUOH OF 
CROYDON 

ADULT EDUCATION 
SERVICE 

Taberner House, Pork Lane, 
Croydon 

Applications are Invited 
for tha post or Project Lead- 
er for a two year ALBSU 
Numeracy Project commenc- 
ing in November. 

Salary: Temporary Lec- 
turer I - £6.843 - £11,869 
plus Outer London Allo- 
wance or £799. 

Closing date: 6th Novem- 
ber 1987. 

Further particulars and 
application forma from the 
Adult Education Organiser. 


Adult Education Organiser. 
Taberner Houaa, PsVk Lane. 
Croydon CRB 1TP. (Tel: 

ai-ffiO 946)1. . . 

(30991 I ’ ■*’380000 


EDUCATIONAL STUDIES IN OXFORD - 
1988-89 

University of Oxford Department of 
Educational Studies 

Tha Department offers three typoa of advanced qualifications: 

1. RESEARCH DEGREES:M.uttandD.phii.A 

minimum of two years’ residence Is required. 

2 . M.Sc. IN EDUCATIONAL 

STUDIES: A one-year course In EITHER The I 

Governance of Educetlon {administration, org anise tion and 
planning), OH Curriculum Studies In either Science (Including 
Science or MelhemetCos or Geography), or English; or Modern 
Languages. 

Applicants should hold a good honours degree or ite equivalent 

3 . SPECIAL DIPLOMA IN 
EDUCATIONAL STUDIES: 

A one-year course for experienced teachers who may attend 
under Department baaed, or echool baaed arrangements. 

Applications will also be considered from teachers wishing to 
spend a year working In Oxford on a staled protect, but who do 
not I mend to seek a formal university qualification, or to submit 
a dissertation. 

Further details and application forma are available from The 
Administrator, Department of Educetlonal Studios, IB Ncrham 
Gardena, Oxford, 0X2 6PY- 

■. (60609) 

! Assistant to Education I 
Officer ! 

£6843. £11865 |. 

A new opportunity exists for a dynamic and $■ 

enthusiastic Lecturer I to be responsible for the | 

educetlonal programme In a new Special Unit at HM 
Prison end Remand Centre, Hull. I; 

;.* | You should be a suitably qualified and experienced 

.. % teacher and will be required from 1st January 1988 or 

S ee goon as possible thereafter. You will undertake. | 
special training with prison staff for work In the Unit ; 
and will then pi ah, develop end teach an appropriate \ 
programme foriitiidante with a wide range of • £ 

educational abilitlefi. Experience .of group work, U 

I* counselling and prlao ft education Would be f 

| advantageous. - ; * . | 

t Applleation'fonh ehd further .detail's frifini' The & 

\ * Personnel Section, Hull Callage of Further Education, . f 

4 Quean's Gardens, Hull, North Humberside, HU1 30G* |i 

f ; i Tel: (0482) 29943 Ext 223. . . - .i 

: | Closfn0Date:fl.11.B7, ,1- 1 1. 

* Humberside County Council In conjunction with the fa 
■ : % , Home Office Prison Department. l.wawi ^ 

11 Humberside County Council, 

jl yy WbridnttpwoT(ft»quJdrfppprtiinilSl4i .'JVMiif-V'i T/ 1 ,* 3 


HAST SUSSEX 

HAST IN 09 UOLLEC1E OF 

ARTS * TECHNOLOCiV 

in run Jliiirt lull with Hit' 

iiitmn orrii-o Prison 

Hr purtmf ii t 

I1-A.1. Prison, Nnrthrye, 
ll»xhlll-oii--Scu 

KU lira Hull Cnutrii 

Itcqnlrnil r<ir April a quul- 
iriod and iixnnrlencuil 
TEACHER In Join the n|iitl 
■ it tills tinny department, 
wlilitli provIdi'H Liroml 
odiii-utlun lit all lovnln to tint 
adult lumnlen or thin uhiiiIi- 
1 1 aIiiii out . 

Tim poet orroi-Ptl In Hint or 
Deputy Ediiriiilun Orfkor 
wliu will l»i< rrguli'ed to 
DMlst the Ediirutlon orricur 
In tho iidinlnlHtral Inn nnd 
running uf the (Jnpurtmnut 
and to deputise for tlin 
Education Officer ilnrlim 
per Jo da or hla nhnrnru. A 
maximum of two nvonluqs 
per wnek may bo required. 

Bulnry Kuril hum F.E. Lec- 
turer 11 CB.9B9 - £13.696 
P.a. 

Application form and de- 
tails from tha Starring Offic- 
er. Hastings College or Arts 
St Technology. Archery 
Rond, HI. Laonards-on-Sea 
TN38 QHX , Tel: (0424i 

423847 . Closing data for the 
receipt or completed rorms 
first post November 4th. 
(19999) 380000 


Youth and 
Community Service 


CAMBRIDGESHIRE 

COUNTY COUNCIL 
(An BquKI Opportunity 

H DON AREA 

COMMUNITY EDUCATION. 
Huntingdon 

OUTREAC H YOUTH WORKER 
Resulting from a revlow or 
Community Education this ex- 
alting, Innovative post hoe been 
created to work with young 


EAST SUSSEX 


EASTIIOUHNE COLLEGE 
OF ARTS A TECHNOLOGY 
St Annas Rond , Eoulhournn 
DN2I 2HS 

Principal : J.H . Wllllnms. 
M.E.I.. F.Ft.l.M., F.lt.B.A. 

DISTRICT YOUTII 

WORKER (HAILHHAMl 
Range 4 A 

A qualified und oxnrrl- 
onrnd person Is nounlit for 
thin important post which Is 
linsrtl in Hallsliuiii hoiiic B 
mihiN uurl It of tho muin 
Co l lour ( uinptia In East- 
hour nr. The aiu-cosuful up- 
pl leant will Join a taunt 
working with tlir Faculty or 
Cuniniiiiiity Education at 
EiiHtbutirnn Cnllaan of Arts 
* Torlmolagy und will lia 
rloHOly luvolvod In lm- 
plomoiiilnn the Authority's 
Dnvulapmnnt Plan for the 
Youth Survlcci. 

Tha post Is graded range 
4 A (anlary £10,320 to 
£12,270 par annum) and 
assimilation will bo guaran- 
teed. In lavol 3A isalary 
£13.000 to £14,600 per 
annum). Application of the 
revised salary structure has 
not yet been finalised. 

Further details and ap- 
plication form from the 
Principal c PO). Tel: East- 
bourns (0273) 644711, Ext. 
312. 

Closing date: November 
6.(30104) 440000 


f ieopla on a large housing aetata 
n Huntingdon. 

We are looking for an enthu- 
siastic end energetic person for 
this new development project 
which will be at the forefront 
of the County Councils new 
initiatives Tor young people. 

Application forma and furth- 
er details f ram the Senior Araa 
Education Officer, Gezeley 
Houaa, Princess Street, Hunt- 
ingdon. Cambi. PS1 8 6NB 
(a. a. a. please). Closing date 20 
November. (16360) 440000 


DERBYSHIRE 

COUNTY COUNCIL 

Please ibb composite advert 

under Secondary. 

(16611) 440000 


HAMPSHIRE 

YOUTH AND COMMUNITY 
WORKER 

BT. SAVIOUR'S YOUTH AND 
COMMUNITY CENTRE 
YOUTH AND COMMUNITY 
WORKER 

£NC Level 2 (Scale 3 > £1 0 ,200 - 

Applications are Invited from 
qualified and experienced 
candidates to develop all 
aspects of the work or this 
Church-based Centro In 9 1 am- 
ahs w, Portsmouth. 

Wide range of youth Bnd 
adult provision, area work and 
tralnlng/spoclollet opportuni- 
ties. Personal supervision. In- 
service training available. 

For an Inrormal discussion, 
Tel: Mr Tim Caley, Y A CC 
(0703) 819471. Ext. 63. 

Further details and applica- 
tion forms (large 8.A.E. 

f lease) rrom Portsmouth Initi- 
ate, Area Education Orrics, 
Civic Offices, Guildhall 
Square, Portsmouth POl 2BJ. 
Closing data: ISth November 
1987. 

Hampshire County Council la 
an equal opportunities em- 
ployer. 


Applications from people 
With disabilities are particular- 
ly wslaoms. (767 01 ) 440000 


'• ■<vh‘ . ; ;,4. 


Area Youth Worker and 
Youth Workers (2 posts) 

Hours: 37 hours per week 
Location: Mid Bedfordshire, 

Bedford and Luton 

(1 ) AREA YOUTH WORKER - 
MID BEDFORDSHIRE 

Salary JNC £13/400 - £19,000 p.a. 

Applications are Invited from suitably qualified and 


experienced people far the newlv established post of 
■ Area Youth Worker to assist the Area Youth Officer In 
Mid Bedfordshire. Tha parson appointed to this poet will 
have a key role In the development of an expanding aer- 


vloe and be able to provide effective assistance to tha 
Araa Youth Offloer In a predominantly rural area. 
Informal enquiries are welcomed to M Haynes, Area 
Youth Offloer. Telephone 83620 lata avanlnge or 86 
813237 or 0234 228168 during the daytime. 

(2) YOUTH WORKER - 
BEDFORD YOUTH HOUSE 


The recently expanded North Bedfordshire teem Is 
proud of its achievements and the quality of service 
offered to young people. As a result of external promo- 


tion we need to appoint a qualified end experienced 1 
youth worker to Join the team at Bedford Youth House. 

A Key Post 

Town Centre Location 
Muld-Cultursl Environment 
8 alary JNC £10,200 - £13/400 p.a. 

Informal enquiries welcomed to R Britton, Araa Youth 
Officer - Telephone 0234 740846 late evenings or 0234 
226272 mornings. 

(3) YOUTH WORKER - 
LUTON YOUTH HOUSE 

dalary JNC £10,200 - £13/400 p.e. 

Application* are sought from suitably qualified and 
experienced men end women to assist the senior You th 
Worker with the management of evening provlelon at 
Luton Youth Houey. 

Luton YOuth House Is a large multi-cultural centre, 

' baaed in tha middle of Luton. 

The successful candidate will be required to develop 
sound youth work practice within Luton Youth House to 
meet the needs of a variety of young people. 
Applications from people with an AfrQ-Carlbbean or 
Asian background would be most welcome. ' 

.Informal enquiries welcomed to Mrs D Hemmeraoh, 
Area Youth Officer. Telephone 0682 410610 Extn 66 : 
How to Applyi Further Information and application 
forme from tha Chief Education Officer. ( Youtn Service) 
Colinty Hall, Cauldwell Street, Bedford MK42 SAP/ 
Telephone 0234 226160 , 

dosing date for above postal 6lh November 1987. 

' Tha Council fa an equal opportunities employer, and 
we/comas applications from members of ethoh minor- 
ity groups, disabled parsons and all other sections of the 
community,- " '..(638*) 


m 


rff 

> 


V f 

Vrf 

jflr 

V 

& 

s 

1 

J 

1 

ES 


I u 

jdii 

m 

l 


LANCASHIRE 

COUNTY COUNCIL 

All Equul Opportunities 
Employer welcoming 
applications from all 
sections nt the community 

Hu-udvortlseincnt 

DISTRICT YOUTH 
SERVICE CHORLEY 

DISTRICT YOUTH 

WORKER (FULL-TIME) 

Snlurv: JNC Unniiu I V 
I points 1 -5 M nnctor ravlnw) 

Required iin noon un 
ponniblu for tlie Cluvtun 
Arou. A cjiinlirinil nnd ox - 
nurUmced Vouili Worker. 
Post combi n oo work wltli 
you nu poop I ci. 1 ft - 1 g ycur 
un» firniip inut line muuufle- 
nieiit of pnrt-tlmn workera. 

For ii pi> lien thm form* nnd 
nUdrnasi’o to whom i'om- 
Plutml rorms should bn naiit, 
Rimil HAE (foolsrup) to tlic 
Clilaf Education orflcnr. 1*0 
Box 61. County Hull, Pre- 
ston PR 1 BRJ. 

Cloalita elute; StU Novnm- 
bnr. 1907.(16570) 440000 


OXFORDSHIRE 

COUNTY COUNCIL 
COMMUNITY EDUCATION 
COUNTY LANGUAGE " 
ORGANISER 

19B , 8r 0r,,rV Un *" 3,M Au ° u « 
SALARY SCALE: DURNHiu 

£ii;65l CTURE[l 

This Is a community baxiiH 
post, working primarily with. 
J n Aslun communities in o*. 
fortl City, devoloplng n nron 
rmnmo of Enallnli Lonausaa 
aupport. Organisational obn! 
Ity. support skllle and taqm 
work will he rnqulrof 
Touching iixpurioiicn and quoL 
iriL'iitioiiN profan-Dtl. It wl | s. 
un adviintage to ^punk one or 
mnrci ralnyuiii Innuuagos. Iqk 
yhnro /onalUnrud. C very orrort 
Is liulnn nmdn to maka this ■ 
no r mu iion t post. This | B 2 
post *' 0r^lc,, Snrt| on 11 funded 

Further domil* and applies. 
Hon Turin avullnblo f rnm 
M Id-Oxfordahlro c" E. Orff 
The Lodge, Hollybusli Row' 
Oxford 0X1 IJH. (large 
S ,A -E- osnantlal) to wlioni 
to in pi clod appllcstlan forma 
must un returned two woeki 
of tor the oppouranro of this 
udvarttROinent. Previous ap- 
pllcnntn uro Invited to re- 
apply. An aqnal opportunity 
employer. (20334) 440000 


jiiE TIMES EDUCATIONAL SUPPLEMENT 23.10.87 



0 


YOUTH 

OFFICER 


£13764 -£15276 

(PROFESSIONAL TRAINING 
AND DEVELOPMENT) 

An enthusiastic and experienced officer with b Youth 
and Community Work Certificate or Diploma to be 
responsible for a staff development programme, 
including professional In-service training with 
particular emphasis on detached and alternative 
youth work. There are 35 staff and some 400 part 
time leaders. 

Application form and further particulars from 
DIRECTOR OF EDUCATION, Municipal Building, 
Cleveland Street, Birkenhead, Maraeyalde L41 6NH 
(051-647 7000 ext. 600) returnable by 6 November^ 


ARt YOU LOOKING FOR AN EXCITING 
PART-TIME JOB WITH YOUNG 
PEOPLE, AND DO YOU LIVE IN 
LIVERPOOL? 

Dr. Barnardo's need an experienced person aged at least 
26 to run fund raising Youth Teams at venues In Huyton 
and Wldnas (Merseyside). You will chair meetings end 
help team members to plan, organise and run their own 
events throughout the area. There Is some evening and 
week-end work, but apart from meetings you will be home 
based. Full training and management support will be 
given. Up to 20 hours per week plus expenses. Own tele- 
phone and large car/mini-bus essential. Ability to type an 
advantage. This Is an exciting and challenging specialist 
post In a rapidly expanding area of our fund raising work. 
For a Job description and application form contact Dr. Ber- 
nardo's, Golden Hill, Leyland, Preston, Lancs., tel: 0772 
453929. Completed application forms to be returned by Fri- 
day, 30th October, preliminary Interviews In November^ 

© Barnardo's 


YOUTH AND COMMUNITY WORKER 
Salary: JNC Level 1 (£8,000-£9,050) . - 

We are seeking to employ a qualified Youth end Community 
Worker to be based at a large Youth and Community Centre m 
Ryda. 

Tha person we are seeking should: . 

* be able to work In a team under the direction and guidance oi ® r| 
experienced worker; 

* be committed to face to face work In a Club aatt|ng. 

The poet offers: 

* a high level of support and supervision; 

* the potential for a wide range of youth waik experiences, 

* in-service training opportunities for personal development, _ 
The Youth and Community Service la currently In tha Mr^wncv 
phase toward* a CE7YCW Accredited 8tatf Development PolW- 
,me vacancy has arisen dua to a member of staff being promo 

-a senior position with another Authority. . hf j 

Commencing date for employment will be as eoon aejof” p ”Aaai 
For Informal discussions please contact Ivor King (RydaMww | , 

. 62416. Peter Gambles or George Weech (County Hall Newp 
(0933)614031 Ext. 284. 

A scheme of Relocation Expenses la operative. 

Application forma available from the County Education OJflwv 
CoqntyHell, Newport, IW, P030 HID (8AE plea*#). 

Closing data: 6 November 1987. „ ^„«#/as' 

■The /ale . of Wight County Council la an Equal Opportune 

emplbyar . .03707)' ;' 





YOUTH a community 

..nilnuBd — 


^arstiona “f 0 Invltml from 
* p .iiMad Chrlatiim cundldutoH 
EfffiL' poat or Vimlli Woi-Unr. 
K. |. m now poHltloti. Oniior- 
;> d..*..i«.i. i ■»’ 

-lb of llto uimn-li a int i nn 


J Mlary JNC L..V..1 « (l-!|). " 

riMina data Ini' iiniilli'ii- 
.lonil FHriny UO NnvniitlM'r • 

|9 !uil dctailH nml «Hlill«-rtllnn ‘ 

i«rm rrom: Tim Climcfi ‘ >1 1 K« «. ‘ 

S**|dlMl (lunch. 

XS »'• "rev ;! 

Soft | 


SHR0HSH1KR 

COUNTY COUNCIL 
VOUTII HEUVICl: 
YOUTII WOIIKCII 

Applications Invllml 

from axnorlciircil vmiih 
workers In lUaiillly hiiioIh 
and dovoloj* work with 
vouns poople al WkIi 

Youth Club. Dn Winy. Tnl- 
ford. a |iurpr»sr lull 1 1 
centra. 

Tha poraon .t|t|>oliitnd 

Will alio no eil In Nii,iurvtH(i 
tha fuil-timu nKshtam 

youth worker attai'hiid lo 
(ha club. 

Person appointed! will 
work In the South Wraktn 
Dlitrlct Team. 

INSTEP opprovnd Starr 
Development Policy. 

Selary JNC Lnvol 2. 


LONDON E17 

CENTRE FOR NAL COLLEGE 

!N R i?o F if^2SSfclIV?c5g s ,N 

FIELD TUTORS ANI) 
SUI'EUVIfiOllS 

nmnbur uf Hoaalonai Flalo 

liitdi-y urn riiqnlrud m Hiipor- 
“’“•"rlBklnn u g 

UOIltll OX|l(M-|,| IOn t„| lllAlUMCO 

I miMd 1.IH7. rim ruiii-Hn In 
H i'slmtiM tor trill in, ■< yuutli and 

cull y workora. KliidoiitH 

*iml "vvlii'iVh ,hr,,H « l “ , ii' Uniilnim 
Hii]1i.i-vIhui-h arn u!hi, rn- 

dll ll iii I III Liu, ||||„| VV„| UH 

•V...IM ) V 1,1 H,l, d«JiitH 

; , : , .v,v, , .;,Xi l .Yi ; v i wivi-K . l '’ v, “ ,ih i,n “ 

l l><lil till •■*-» uni! Niii>i,rvlMiir>i 

r*irt u(’,!5 V» im' 41 t V •*l«d«nta 
I ,l n eliirldn rom-Mu 

fir.ViV. 1 4,vmu,,t 1 -40 pur 
1‘n'r lull iIi'IiiIIn apply tin Tim 

U.MilHiiar. YMCA Natl 

w .V.'I T- /*4 4 A I nri'NI UuimL 
W-lUMMaHtow. l.nniliui Elf 

3 ■ , , l •'*=,** i -nun a. mu. Lx t . 

.1411. ( | ((Mint 440000 


Selary JNC L.nvol 2 , 
£8,400 to £12,600 £469 

(or approved aihlitlnnul 
queliricallona. 

Furthor Oalelln. Jim Ur- 
KTlpilon ami appllcatlnn 
form Tram Ctiunly F.itm-ti- 
iian orricor (hta/iiai. 
ehlrahall, SliniwNlniry. 
Shropihira SYU hNi) 

SAm. , ‘ ™ : 

Thli |a n n>- 
MverllaomaiK, i>rmimm 
ippllcanla will ho roiuimi- 
dered. Clonimi Onto Atti 
November 11187. aii EhumI 
Opportunity Emiduvor . 
IIB9S4) 440000 


Local Education 

Authority 

Administration 


HEREFORD 
AND WORCESTER 

COUNTY COUNCIL 
THE CAREERS SERVICE 
CAREERS OFFICER 
Bromuflrovn 

Applications are Invited 
(rnm >i nail flail nnd axparl- 
oik-imI Carnarx Offlicru or 

NtiiiluntN Lomplotina Iho 
Dlnloina In caraora Cnl- 
(luiii-o euuren, for the 
a In, vp punt to undorinkn 
Hip lull ran un or nrofoN- 
mIiimuI (Intlny. 

Tim iniHt mi-rlna u car 
nr-Pi- iillownnt-p mill tltn 
alilliiv to ilrlvo In liupor- 
t nut - 

. Thp vnlnry Ih un NCaia 
L7.6n<t - £10.647 pnr 

annum. 

1'iirllipr ilnlnlta unil np- 
nlliatliiii liirma irnni Conn- 
ly CnrrcliN Cniiln,. County 
IliilIrtlmiM ( US ml Flour I . HI 
Miiry’H Slri'B), Wore enter 
Will ITW. Tel: Won: cal or 
A-'IA.KiA. Ext. .14(18. 

. Clainiiiil ilntp. 3 Novftin- 
Imr 1‘Mir. 120317) 480000 


NORFOLK YOUTH AND COMMUNITY SERVICE 

DIVISIONAL YOUTH AND 
COMMUNITY OFFICER 

Siliry (Scale 2) Min. £11.000 - Mu. £12,200 pending 
grade review. 

A qualified and MitlaMy experienced witiih wwkef and/or 
ie*f»cr is required at Oclton and UmkrU. Hut Nurfulk. 

Ihls b a newly cfcaicil pmi opeming in a ninl/suhurhan area, 
wmiuly not iTiuie based. A ma|ur port of the Inlilai wirk of 
uuspusv-lllbe thecrtaikw of umixtc in ihe local community 
*nduic dcitionmcni of new juutli nrovtsion Ibe person 
ippoinicd will be a member til the faMcrn Area Tram, who arc 
WfiMlwh* respimslblc for a onigranmie uf events to suit the 
weds of ibe local pxing people. 

Candidates rad io he good tec-to-Ikc workers, rxcelkm 
and a We to organise and lead a team of part-time 
wreere, liaise wlih other 

me associated adrninistraikincficiCTuJy and cfiecthely. 


dire 6th November 1987 
on Jrdiod 4th December 1987. 


.InferriewswlQbebdd 


County 

Council 


LOTHIAN REGIONAL COUNCIL 
ice DEp ARTMENT OF EDUCATION 

ASSISTANT REGIONAL COMMUNITY 
. EDUCATION OFFICER 

^ 3 lonBiol?J re ,n y J, ®d for this new senior post within the 
libiiftiflH Education Service with major respon- 

se lev.io ID® delivery of a high quality service at local and 
^mber nf '^wccessful applicant will be expected, as a 
^ cohtrik.ii e S0n ' or Managemanl Team, to make a lead- 
of ih„ . 0,(00 to policy formulation, overall mansasment 


* n 9«)htrik.-V wianagemeni Team, to mane a ieso- 

of the - Pp lic Y formulation, overall management 

AppUca / 00 and ®ff®ct{va liaison with other agencies, 
fen (or 8 Diploma In Community Educa- 

e ^“‘Yalenlj have a proven record of 
^ucrtion f#J:i I,c *. m8,l ^l 8nf,8nl oxperiance In Community 
order * re a,et * and have personal qualities of 


•high order 8 ro a,et * ™dd) and have personal qualities t 

iTKtwin9 10 C,8M9 

November 1987. 

tha . 0 forms and funhor Hohu* t™. 


H $. a •V*’^***' 4 


HM No 034 ^^ 72 -* «^MdW»urgh. EH3SJJ 

^^y»riuSl 0 J^iL G° WKi i. b an Equal Opportunities 

rT\ -P^WttdtSttnilnMNnnnicrlirittarh/nn the 


Education 

^visory and InBpactlon Service 

Senior Phase Inspector 

(Secondary) 

SoulburyH.T. Group 10 
£19 ( 260-£20 / 766 p.a. 

(Pay award pending) 

General Inspector (2 poos) 

Soulbury H. T. Group 9 
£18,075<£19 ( 587 p.a. 

(Fay award pending) 

a,a vacant from 1 Apr " 1988 or 

SmmK ,n 5. ha ,1? 8hlra Mwmtlon Authority Is 
pu ? ult of “icetlBnce In the 
Tkl V ou ng people In its schools 
HUiS? ''fB -8, The Advisory and Inspection Service 
contributes to this aim through Its three major tasks of 

T^hJmL:T rtJn0fe( lr ,sln 0 and dav ®lopment, 
in e natfram ant of some colleaguaa and tha promotion 

5 Lfc '““?«* I" Iho thro, vacant post. 

bfll , ow ' M applicants are Utely to h^/B 
wgnificart, reiayant and recent teaching experience 
n?i£wE ndy h0 d 8 P 0 ® 1 ^ responsibility at a senior 
or middle management level in a school or college. 

Senior Phase Inspector 

j? 8c "* l8, Y) Raf: A1B/18EC/145 

SfflSSS!! d - y?T 0i ? candidatea are raquired for 
miB exciting and challenging post created through the 
reflrement of tha current postholder. Applicants 
should ba able to demonstrate an understanding of 

Inn ft!!* 2JSf , l5 .^a. secondary phase of education 
and the ability to lead a team of phase Inspectors to 
rwpond creatively and positively to the needs of the 
education service within the County. 

General inspector 

(Personal and Social Education) Raf: A1B/P8/M5 

Candidates are sought who, from a broad base of 
relevant skills and understanding, can contribute fully 
to the development of personal and social education 
across tha whole curriculum and all phases of 
education. 

General Inspector 

(Information Technology) Raf: A15/1T/146 

Candidates should be aware of, understand and ba 
capable of supporting the development and use of 
Information technology across tha whole curriculum, 
me successful candidates (male or female) will be 
expected to contribute fully to tha comprehensive 

O ramme of work In the Inspectorate. This will 
ve working with colleagues at all I avals in the 
service in a range of inspectorial, professional and 
curriculum tasks. 

Relocation expenses where appropriate. 

For further details and application forms please write 
to the Chief Education Omoer at County Hell. Please 
Indude a large stamped (32p) addressed envelope 
(Stem x 28cm). Closing date 6 November. Plane 
quote appropriate post title and reference. 

An Equal Opportunity Employer. 

l_ Nottinghamshire 

| mfk 1 CountyCouncil 

•J County Hal* West Brldgford 

FT pj Nottingham NG2 TOP 


f EDUCATION DEPARTMENT 

CHIEF EDUCATION WELFARE 
OFFICER 

R0f.ED.176 / 

£1^156^12,882 pJL / 

plus eesentM user caratownceand car loan (acuities 
Thi Job* 

RaapondbByfor ihsoveral management of the Educafon WWfais 

Servka.IrKriudtogtlwfldmWstratlcmoftheWfeKareBefwfteSchem®, 
and olher associated dutlaa, 

ThsPsrson: 


andsoprwA 
would be an 


ssa Senior Education Welfare Officer 


MATRON (Temporaiy) 

Rsf.ED.f83 

E 8 , 854 -£ 11,442 (subject to quaMcatfops) p j. 
Required from Jaiwty «68toflla temporaiy posl ai 

BeamtSchod, Beacon Street, UdifieW.whtfiteareaWefi^ 
tor bowandoWswiihfnodOTie teaming dlfflci«eset»niay 
exp^behavfeural.flmoiiond 

DuflMinclu(telead«fihipofhoiJ88pareni8 1 chBdKtere,includtog 






mm 


'lea. Working in Education 

DEVELOPS IEW & tQV)\p M E N T BRANCH 

Quadrant Area 
Team Leaders 

£20,598-£22,674 inc. 

(Pay Award Pending) 

The function of Development and Equipment Branch 
(DE) is to ensure that Hie provision ol education facilities 
(land, buildings, furniture and equipment) Is adequate in 
both the shortand tong t^m to meet the current needs 
of pupils and students in the ILEA area. The Authority is 
currently engaged in extensive reviews of post 16 
provision In Inner London . DE Branch has a toad role in 
these reviews. 

DE Branch Is organised on a quadrant basis with 
4 area learns undertaking the planning and 
Implementation work. The Area Team Leaders are 
responsible tor the management of the teams and work 
closely with elected members and other senior officers; 
in professional and technical departments. Applicants 
for these posts should be skilled administrators with 
proven management skills, alert to the needs of a 
changing educational environment. This post is open to 
jobshare. 

Application form and further details an available 
from Personnel Se/v/cea, PS4A, Room 3624, 

The County Half, London SET 7PB. 

Closing date: 30th October 1987. 


Inner London 
Education Authority 


ILEA IS AN EQUAL OPPORTUNITY EMPLOYER 


SURREY 

COUNTYCOUNCIL 

SOUTH EAST AREA EDUCATION 
OFFICE 

I Refgate 

Senior Administrative 
Officer 

(Personnel & Office Services) 

£13,48B-£14,834 — Grade under review 
(£13, 782 -£14,958 with effeot from 1.2.8B.) 

Thla poet la third En seniority and combines tha role of 
office manager (responsible for over 60 staff) with respon- 
sibility for tna admlnlstratlve/personnal service for 135 
Schools employing some 3,600 teaching and non-teaching 
staff, including oversight of tha section which performs the 
day-to-day aspects of this function. The Job la a demanding 
one in an extremely busy office end requires high level of 
communication skills. The duties will Include clerking Sec- 
ondary and Primary Governors meetings. 

Further details end application form from:- 

The South East Area Education Officer, 123 Stack borough 

Road, Ra/gata, Surrey RH2 7DD. Telephone: Radmil 

774m 

Clo8lngdets: 6th November 1987, 



WELSH JOINT EDUCATION COMMITTEE 
CYD-BWYLLGOR ADDYSG CYMRU 

Two Field Officers 
Vocational Qualifications 
Project — Scale P02/3 

Salary £13, JB2-£15,567 
(New Rates will operate from 
1 February 1988) 

Applications are Invited for the two posts of Field 
Officers: Vocational Qualifications Project within the 
Examinations Department of the Welsh Joint Educa- 
tion Committee. 

The WJEC Is supporting the development of newvoca- 
: tfonel qualifications In various occupational sectors 
and Is seeking to appoint two persons, with knowledge 

■ and experience of job analysis and , assessment . 

teoh nlquee, who will be required tp operate In speciffo . 
occupational sectote such as Caring, Leisure, Heritage, v 
Duties will cortmtence as soon as possible. • \ 

■ Further detail* and application forms fto be returned , . ■ y 

by 13 November 1987)may btt obtained tote , .■ 

rotary; Welsh Joint Education Coni tnlttee, 445 Wert- . • 

I'.’ erri AvariueJCBNfjlf^siYXiiV * > r irJuA* » • 




EDUCATIONAL 

PSYCHOLOGISTS 

« mulmu-il ^ 

.gUNUKlUANH ~~Z 

!iBB8maWW«5^ 


Miseel! 


■TTWW®i^ 



U£ Q 4?iiV^SJ 


th In- 
buud 


out tn timni 
Hal, Until 1 ! will 
mi 1.1. BR 

)>i>atliiilUcr nlimild tliero 
ru b« pnnrgRlic. Piitliunlostlc 
mid forwnrillnn tonkin a with ii 
at nr 2nd cIubh TlonnurH Do 

f ir a a 111 PhvcDoIowy (ot nqulvn- 
on 1 1 , a minimum uf two years 
experience as u qualified 
tearlmr and a post-nrnduate 
qualification In Educational 
Pnycliolofly. 

Applications from either re- 
cently qualified or experienced 
candidate* will be welcome - 
Informal onquirlan ehould bo 
directed to Ma. M. A- Dnumbcr. 
Principal Educational Psycho- 
loalst (Tel : 091-385 ABSOl. 

Application forma and runn- 
er dotlola is. a. a.) from the 
Director of Education. P.O. 
nax 101. Town Hall and Civic 
Centre, Sunderland 8R2 7DN 
to bo returned by 15th Novam- 
bor. IS B7. (16948) 560000 


CAKEEI* WITH BUN 
F CANADA 

fnrliiu tin Intnrestliiu mui 
I'Dwnnllno future. >-nnibln(nn 
aorurliy nnri rent opimrt mill y 
Full irnlnlnn. unUmltoil pro'' 

S ort a anti executive Income 
nltnble applicants, atiacl bo 
Ivvaun 24 and 49. cun be ein 
ployed In tlio area or tlieir 
choice. 

Telephone Elaine Mwrlurty 
Oadnailoho Tel: (0256) 

841414 nr write to her at Bun 
Life of Conudu. Bnslno View. 
IlBBinaatoke. Hampshire RC31 
3DZ. Quote Itof: TES 1. 

( 1B729 1 660000 


oor Education 


CUMBRIA. 

OUTWARD BOUND ESKDALE 
Single fnstructor/Tutors are 
i-uqnired to lain the long term 
Htnfr loam at Outward Iloiiiid 
Eskdnle. Ttioro is n particular 
ruqulroinnnt far women stuff. 
Applicants should bo nt loust 24 
years of eno. commlUoil to 
personal development In the 
outdoors with mo until Inner I no 
experience, There are also 
short term vacancies for 19R8. 

Application forms end furth- 
er details from the Director of 
Training. Outward Round 
E&kdnlo. Holnirook. Cumbria 
CAlfllTE. (2 087 2 i 680000 


Examiners 


THE ASSOCIATED 
EXAMINING BOARD ' 


The Board Invites applica- 
tions for the post of MODERA- 
TOR for DRESS (617) at ADV- 


ANCED LEVEL of the Oaneral 
Certificate of Education for tlio 
10S0 examination. 

Applicants should have a do- 
proa or equivalent qualifica- 
tion, a minimum or Tour years* 
recent relevant teaching ex- 
perience, and oxperlonra of 
axamlnlng. 

Further Information and ap- 
plication forms may be 
obtained from The Secretary 
Oaneral (A101. The Associated 
Examining Board, Stnfl Hill 
House. Guildford. Surrey GU2 
5XJ. to whom completed forma 
should ba returned not later 
then three weeks after tlie 
appearance of this advertise- 
ment. < I672S) 600000 


LONDON EC1 

Due to expansion wo requlro 
the fallowing: 

(a) TRANSLATORS, qual- 
ified and experienced <mln 5 
years) for translatino from EN- 
GLISH Lnto MAIN EUROPEAN 
LANGUAGES 

(b) TRANSLATORS to trans- 

late from EUROPEAN. ASIAN. 
SCANDANAVIAN AND 

OTHER LANGUAGES INTO 
ENOLIGH 

<c) Experienced secretary to 
work for our Director must be 
proaentablo, wall anokan. able 
to make discussions, train Inn 
on Olivetti Computer given to 
right person. 

Please apply to: Mr. Hoff - 
Director, All Languages Ltd., 
Nelson House. 362/364 Old 


Street, 

(20455) 


EC1 V BUT. 
660000 


YOUR CV written by experi- 
enced professional. Highest 
standards to enhance your 
prosper ta. Landmark, 

Freepost. London SEI7 3 Bn. 
Tel: (01) 701 1520. 

(16914) 660000 


F LONDON BOROUGH OF BARNET ^ 
DIRECTORATE OF EDUCATIONAL SERVICES 

EDUCATIONAL 

PSYCHOLOGIST 

CHILD GUIDANCE CENTRE, ... 
EAST ROAD, EDG WARE, HAfl OBT 
/ SALARY: Soulbury Scale 

^ £10, 974-El 7,943 per annum inclusive. 

We are looking for a fully qualified and experienced 
educational psychologist to |oin the Borough's Schools' 
Psychological Service. 

■This post deals with Section 11 work and will be of 
interest to educational psychologists wishing to work 
mainly with pupils whose first language is not English and 
willing to develop approaches to meet their needs- This 
would necessitate working closely with the Borough's 
Multi-cultural and English Language Support Service and 
schools with a large proportion of New Commonwealth 
and Pakistan origins. 

Informal enquiries to Richard Flaxbeard, Principal Educa- 
tional Psychologist, telephone 01 951 1044. 

Closing dale 5th November, 19B7 Ref. 633/220 

Application forms available from the Recruitment 
Office, London Borough of Barnet, 16/17 Sentinel 
Square, Brent Street, Hendon, London NW4 2EN. Tele- 
phone 01-202 8282, ext. 2372 (01 202 6602 outside 
office hours}. 


UNIVERSITY OF OXFORD 
DELEGACY OF LOCAL EXAMINATIONS 
General Certificate of Education Examination, 
June 1988 ■ 

The Delegacy invites applications far ed dltlon to the list of 
those suitable for appointment as Assistant Examiners: 

Assistant Examiners 
Advanced Level Economics 

ECONOMICS - PAPER 1 (Essays) 
ECONOMICS - PAPER 3 
{Comprehension ■ and Analysis) 

Applicants should.be graduates or hqid.pppropriate.qual' 
ificstfons end should be under the age of 6S With recent 
teaching experience at secondary or tertiary level, 7 

Application forma and further details may be obtained 
from the Secretary (ref. WflL), University Of Oxford, Dele- 
gacy of Local Examinations, Ewart Houa*, Ewert Place, 
Summertown, Oxford, 0X2 7BZ. 

Tel. no. (0866154291 , extension 337. -.v 

Completed application -forma should bo returned by 20 
; November 1987. |MM7J; 


DARTMOOR EXPEDITION 

CENTRE. Outdoor Education 
ll/IBi. Cllmblna, caving, 
canoeing, bbIIIiiq, camping 
etc. Qualified Instruction. 
Field trips, GCSE. TVEI. 
Duke of Edinburgh etc. Also 
Mountain walking. Leaders 
Training Courses. Eat. IS 
years. John Earle. Dartmoor 
Expedition Centre, Wldecom- 
be. Devon. (056421 249 . 9 

(16067) 680000 


DEVON 

SKERN LODGE OUTDOOR 
CENTRE 

Tho professionals In Outdoor 
Education. Sinnie or Multi- 
Activity and/or Field Study 
Courses. Senior & Junior 
Schools. T.V.E.I.. Y.T.S., 

Management Training, Indi- 
viduals and Tamilian. 

par tho best In Instruction, 
equipment, facilities and value 
Tel: Bldeford (02572) 79992 or 
write Skorn Lodge, Appledore. 
UideTord. Devon ExSfl INC) for 
hrachuro. 

Founder member of British 
Activity Holiday Association. 

Sea our Advert oil Page 18. 
(16282) 680000 


DEVON 

NORTHLEW ORANGE 
MULTI-ACTIVITY CENTRE 
Dartmoor, Devon 
Activities to Include: Rock 
Climbing, Abseiling. Canoeing, 
Pony Trekking. Windsurfing, 
Araltery, Assault Course. 
Orienteering end Expeditions. 
Fully Qualified Staff. All Spe- 
cialist Equipment provided. 
One Free Adult piece per 10 
paying pupils. Bonus offer of 
£200 with every group of 40 
booked, before 51st December 
1987. 

Further details can be 
obtained by telephoning: 
Seaworthy (Tell 040 9B2) 765 
or writing to: Northlew 

arenas. Freepost, Northlew, 


English as a 
Foreign Language 

BOURNEMOUTH 
RSA COURSES AT 1TTC 
Learn to teach Enullxli as u 
foreign languiinu ut (no Intnrnu- 
tloiiBlTuDClilna end Training Cen- 
tre. Bournemouth. Tho Centre 
runs rcflulnr 4 week Introductory 
courses loading to the Royal 
Society nf Arts Certificate in 
Tonchlng English a* a Foreign 

^For^eMl Is write to ITTC. 674 
W l m hour no Road. Bournemouth 
or Tel: (0202) 531599. 

(20411) 70Q00U 

WORCESTERSHIRE 

Required for January 1988 a 
qualified learner of E.F. L. 
This Is a residential post In n 


THE TIMES EDUCATIONAL SUPPLEMENT 23.1 0.87 
W19 WORCESTERSHIRE 

IN SCHOOL OF Available In January ign B 

Senior EFL position :n ro- 


LONDONBW10 

WIMBLEDON SCHOOL OF 
ENGLISH 

ltuqiilrio a pcrinunent full- 
time EFL tnechpr. Degree plus 
It. S. A-. T.E.F.L. Diploma or 
nquivulanl fiualtflcations are 

essential . 

Salary on ti-nlo £9.4bO • 

£10,900. 

pirune solid c. v. to 4 1 Worplc- 
Raud, London SW1 9 4 JZ- 

i 20R6 7 > 700000 


: full- sldentlsl International school 
ec plus Deputy Hoad or English and 
Dmn or House- master, RSA (>!„., q" 
ns ore PGCE TEFL with nt leusl 3 
yuars nxparloncn. A hark 
.400 • tiraimd in Cainbrtdnc Her ,in 

Mlruliln. 

Wmple Apply with CV ,mtl nuaics 
I 4JZ. and nUdruesux of two referbes 
700000 tu The Hoiidnioxter, Abbey I„. 

ternntionnl College , Malvern 

Welle. Worcestershire WRM 

4.1 F . (20862) T&OOBn 


Qlrla boarding house. 

Apply with CV and narnea 
and addresses of two refurooa 
to The Headmaster. Abbey In- 
ternational College , Malvern 
WellB. VVorcastershlre WR14 
4JF. (208631 700000 


PORTUGAL 

CENTRAL PORTUGAL 
(Snntnrem. Toniur. Lelrln) 
E.F.L. Tunehnrs required for 
Ottober/Novamliar. Prefer- 
ence given tu applicants with 
T.E.F.L. Certificates unil 
some experience. 

Send C. V. unil photu to: 
The English Supervisor, lnetl- 
tuta do Linguae do Toitiar. 
Apertedo No. 191 - 2302 

Tomer Codex - Pnrtugnl or 
Tel: (049) 33139. 

(20303) 700000 


English as a 
Second Language 


DERBYSHIRE 

COUNTY COUNCIL 

Plnnno see composite advert 

under secondary. 

(16610) 710000 


ANGLO JAPANESE LIAISON OFFICER 

The Great Britain Sasakawa foundation 

tmhtl. WM-fr-tr 

a* Anglo-Japanose Group OrtfL* Lfc. 

, Anglo-Japanese llaiaon Qtflcarfc LTUBT&fc . 30# A.ti'W 

Ideally a graduate In your late 20'* to early 30'$, you oust be fluent 
In Japanese and English, both written and spoken, and conversant with 
both cultures. You should have plenty of flair and enthusiasm and be able 
to ooaaunlcate at all levels - froa adults to children - as well as being 
able to work on your own initiative. 

Apart froi an extreaely rewarding and interesting lob, we also offer an 
attractive salary of £12,000 plus car allowance. 

An application fora and detailed Inforaatlon are available froa * 

Tina Two 

Anglo Japanese Liaison Office 
Saxon Court 
002 Avebury Boulevard 
Central Hilton Keynes 
m 3KS 

The closing date for applications Is Wednesday 11 Noveaber. 

| Interviews will take Plata on Friday 27 Noveaber. 


WELSH JOINT EDUCATION COMMITTEE 
CYD-BWYLLGOR ADDYSQ CYMRU 

Appointment of Examiners 

Applications are Invited from practising teachers 
in schools and in Further and Higher Education, 
and from other persons with recent experience of 
teaching, for the following appointments: 

1988 GCSE 

Assistant Examiners in 
Mathematics 

1989 GCE Advanced Level 
Chief Examiner in 
French 

GC8E 

Chief Examiner in 
Mathematics Paper 2 

Application forms and further particulars may be 
obtained from G. Lloyd Jones, Secretary, Welsh 
Joint Education Committee, 245 Western 
Avenue, Cardiff CF5 2YX. A stamped addressed 
envelope must be enclosed and the outer 
envelope be endorsed Examinations. Completed 
application forms should be returned by 13 
November 1987. 

I50B84] 


LONDON AND EAST ANGLIAN GROUP FOR 
GCSE EXAMINATIONS 

East Anglian Examinations Board 

London Regional Examining Beard 

University of London School Examinations Board ■ 

GENERAL CERTIFICATE OF 
SECONDARY EDUCATION 
EXAMINATION 

Applications are Invited for the following appointment; 

Chief Examiner 
for June 1989 

German Oral 

Applicants should be graduates or hpld appropriate 
qualifications and should be under 65 with flve years’ recent 
teaching, experience. Examining experience is essential. 

■m and further.detalls may be pbtalned frofoi; 

East Anglian Examination® Board, -The . . 

‘ " * Colchester CO 3 3RL- Completed; \ 

_„!te returned by II Nojrepp|^,lp87! 'i: 

i 1 -Awtn-lZ.. 


INTERNATIONAL BACCALAUREATE ORGANISATION 


II 


Tha international Baccalaureate Examinations Office aaaka to appoint M soon ai 
possible a 

SUBJECT OFFICER 

for Experimental Sciences 

Applications are invited from Graduate* with qualffl cations In experimental adages 
or cknaly related aubjecla, exparlance In cumculum development or axaminatkin 
administration and da valopmani, and an Interest In International education. The abil- 
ity to communicate In French and/or Spanish In addition to the working language of 
English will be an advantage. 

The Subject Officer wia work « a member of a team, exardaing prime responsibility 
for the administration of the examination services In experimental adences and pro- 
viding professional support for examinant In those aubjacta. Salary will be aocordlng 
to experience within the range C9691-14268. 

Further particulars and an application form ire available from: IBEX, University of 
Bath, CUvirton Down, Bath BA2 7AY. Tal (0228) 62501. (Cfotfng *fe far nnlpt of 
tppti&thni: Wednsa day 4 Nonmbv 1997). 


Warwickshire & 

County Council 3 

EDUCATION WELFARE SERVICE 

EDUCATION SOCIAL WORKER 

Salary: Social Worker level I /II, £7,659-£10,302 

The Education Welfare Service provides a social work «ervloB loan _ 
education setting. Its main role Is to support In a number of way* 
the work of tho county's schools and to ensure that children of com- 
pulsory school agegain maximum benefit from educational oppor* 

tunity and are not denied this because of social stress- 
This vacancy arises In the CentrsUGouthern Area end the post- 
holder will work with a number of secondary and primary schools 
In Gtudley, Henlay-in-Arden and Alcester. 

Candidates should possess the CQSW or another appropriate 
fesalonel qualification, and have experience as a fleldworker prac- 
titioner In an education or social work Betting, some of wmen 
should Ideally have been In education sodsl wotk. 
informal enquiries can be made to Mrs. C. D. Milts, Senior Educe- . -. 
tlon Social Worker, on Warwick 41041b, ext. 22B4. 

Application forma -aiiri further particulars •veKaMf frj"? : 

County Education pfflta;22Northflate8triet,Weiv4eLCW4W. . 

• by tncJosthg SA.t S' x (T end clearly stating raf. SP/PAW/EWU- . 
South.' ;• - ' : -. : 

Cloelng date 6th NovBmber, 1887. ; • • l ; 

. j : v wARWJCK8fiifief8 an60\jal opportunities 



^pp f IMES EDUCATIONAL SUPPLEMENT 23. 10.87 

ENGLISH A8 A SECOND KIRKLI 

UNGUAOB mctropoi 

ioniinuod COUNC 


CROYDON 

(ONDON BOROUGH OF 
L0N CROYDON 

EDUCATION 

DEPARTMENT 

ESiyflECTION II HBIIVICK 

AnpHeatlonH urn iiivltnd 
frJnT Prli»«t-y Tiiarhura 
With relevant rm-nnl «\- 
perfenco («» DPtivhln lun- 

SuBfla euRpcri n»i- i»i- 

Rnaiia] pupItN III IntiiiU unil 
Junior acnOOle .. 1 1 m-luul i . , 
fh- primary Mulilln Tuuiiim. 

yu'l-tlpio and it- 

vannolaa am uvulliililr. 

Salary: M>)l<> (iimln i>Iiin 
O uter London A IlMwiiixn . 

Tenablo: lot Jannurv 

less. 

Cloelno ,, *!«“*! >•■'*1) 

Novembar 1UB7. 

Application fiirntH ami 

hirtner ilaitilln in, in 

Director or lii-tin|-vli-«* 
Training anti Cnrrlr -ilium 
Developmant (i)luiir,i- murk 
far tha atiantiiMi m 1.(1/ 
pj), navlilNon ('uiitr,', 

Davidson jluoil. ('rtiviluii 

CRO 6DD, or Tul: Dl-ftilf* 

1299, Ext. I4U. 

116799) 7 1 1)000 


KIRKLEE8 

MCT c n o°u P N °cV L TAN 

Ref: l 1 IS 

Sen l*ri mniy Prufonaluiini 
(ariultt, (16604, 7 1OOU0 


PRANCE 




720000 


Overseas 

Appointments 


^ALIFOnNI^^CHobl^ls. 

1,, 'iv iV Inioiinniliiu 

i»» W.l), Wiilkor, K) Wo4t. 

Ml 1 it n 1 1. r A vuniii, Kit-kliv 

N.itiH. (“()«,«(„ TUIldJd 

C « M | !,Vl?h.rn V EA .S HBnS «")»•'- 

M- 1 -; Maihn, hiii, i|. 

. . 'Hi (■■•inmnn-d fur 

in Ii V s, ,, '5 ul, ‘ 1“ Africa 

' >)llilltui,|- li-rinu - iwm van,- 
.mil rii, Is. Apply lo: Volim. 

Mrtvaimiiil, 

r.iv l?! 1 "- •■«>nci.iii c:»,i: 

**• ' ■ h * AI Iiiiiim, (InrtN A ( n 
•Alt. r.-l 0727 114893 .»h . « . o 
•tPlll'nrluliul ), (4 1149 ) 720000 


GREECE 

IHflsi 

rlnanii smut c.V - nlir.tr, 

coplla tu- p o J t a 

htreitiNikle, 24 praxniinn 

R«; n n»Ha Hi., 946 2S TlS- 

Hlkl, U i-uii i- n. (206 IS) 720000 

KENYA 

Nairobi 

iobb tea. i°„ r 
"«S, MsSSfta nnSISbia 

Th V r 5?Jf2r.l b F .Slr. '& air fSKS’ 

R«M°8LSa~te. tha od » n «• 

... ‘ "“"J 1 v ^. r,t s* including C.V. 
a4TaS n Nn®r‘,'bl“ 1, P -- Bax 


KUWAIT " 

§i£?33ra£3S 

Salmlya 22047 S®40, 


ROME 

nHnJinum Kebru- 

m TSl , fer WOU % b “ Js3S«»r l » h 
S W IFTA m/EXPR Esgr 

to?! rMM*f H aad rit as- 

S&j&gRlsStf'.JFR 

' ? »" TE ■ ' M,> 

720000 


SAUDI ARABIA 
TllP CONTINENTAL 
.SC-HfJOL 
Jcddnh 

Indcpondent co-ed. cj(>) r 
•di'iel. Knqulroa im- 
mediately a TEACHER In 
Hie Upper Brtiunl l|.|6 yr- 
ol-da for Diolony/lnlraraiuil 
Science up to lir&E. 

main nppH- 

Vf8V»"* ,,r » tio.orfo - 
6sa'rt« f' r , “» n **n*. Iok- ■ 

jnjsr&'i 

PfiM RfcrSlmaa?."^'^ 
wfx C “aan London 


24722, 

( I QB30) 


Kenya. 

720000 


MINISTRY OF DEFENCE 

SERVICE CHILDREN’S EDUCATION AUTHORITY 

VACANCIES FOR 

SECONDARY AND MIDDLE TEACHERS 

April 1988 

SM I Head of Mathematics Scale D 

Cornwall School, Dortmund 

A mathematics graduate is sought to lead a thriving department of 7 teachers In a well 
resourced suite of 6 specialist rooms. Tho department is In the forefront or GCSE daveton- 
metit and opurates a child based Individual course of learning across all year groups. The suc- 
cessful candidate wilt already have demonstrated organisational and leadership skills. 

SYT2 Youth T utor Scale B 

Prlnco Rupert School, Rlnteln 

The successful candidate will have teaching and youth service qualifications and will be 
responsible for the provision, development and coordination of social education and leisure 
time activities. An exact |ob description will bo agrcod later dependent upon the stranEths 
and aspirations of (ho selected applicant. 6 

M$c3 Science Coordinator MPG 

Cheshire Middle School, Bruggen 

An experienced and adaptable teacher is sought to lead and coordinate the teaching of 
Science (hrougliout the school. The ability to contribute lo technology prograiwne isesson- 
lial The successful candidate will be capable of teaching a ran go of subjects other than 
Science. - • • . 

SIM Drama MPG 

Prlnco Rupert School, Rlnteln 

A teacher is requited wuhm the Dept of Expressive An* to toacli Drama throughout the 
school. A practical interest in Music it desired to strengthen links with An and Music 
curricula. 

conditions OF SERVICE 

“»T will be (n accordant e w*i the Education (School T eachers* Pay and Conditions of Service) Ordor 1 987. 
"««bon, (he London Area Allowance it payable, 
tywrannusuoo ... Normal rfghit are uFegiurded 

j* 0wAnc ^oit of Living Aliowancet- A tax free allowance is payable. Further information 
be rewarded to interested apphetmt. 

•*|| comm odaiioo It normally provided free 

^*^canttshow»d be resident in the United Kingdom, where they have recently gained at least two years' 
experience In a similar post to that for which they are applying. They should preferably be under 47 
W M the start of an engagement. 

? yivH Service h an equal opportuntow employer 

/ryuiUfcr appMcatioo forms and further details should be made in writing to: 

HQDAEd Edue,,,on Awhori| y ** MOD/2/82 

CtMrtRoad 
EHhm 

Lo^SEVaNR 

(Ttk 01-854 '2242 Ext 4224/4206) 
vrfH be hdd m Dumber and January 


CADEMIC | 
{ INSTRUCTORS I 

| High tax-free salaries | 

British Aerospace can offer opportunities on He 
Support Contract for personnel with the following 
specialist qualifications and experience to earn high tax- 
free salaries on tta staff at the King Faisal Air Academy, 

Riyadh, 

Airmanship Instructor 

Applicants should have gained a University degree, 
preferably M.Sc., and be graduates of the RAF Ground 
Instructional Technique Course or Its equivalent. They should 
also have recent experience as a Qualified Flying Instructor 
and two years* practical classroom teaching experience. 

Avionics Instructor 

Applicants should have gained a Master's degree, 
preferably In Electrical Engineering or Electronics. They must 
also have two years' experience of teaching Avionics and a 
year's practical experience in aircraft electrical and electronic 
systems. 

Navigation instructor 

Applicants should have gained a University degree, 
preferably M.Sc., and be graduates of the RAF Staff 
Navigation Course or Its equivalent. They should also have 
fouryeais' experience as Navigators and two years' 
experience of teaching at a military training unit. 

Applicants for these posts must be below the age of SO. 

In addition to a high salary, which will be tax-free subject to 
completing one yearfe service in Saudi Arabia, successful 
candidates will receive free accommodation, messing, 
medical care and other benefits, including travel»pakf leave. - 

Please apply In writing, giving brief details of experience, 
quoting reference 0B8/TESto:The Personnel Officer, Saudi 
Arabia Support Dept., FREEPOST, British Aerospace PLC, 

Military Aircraft Division, Warion Aerodrome, Preston, 

Lancs PR4 1 LA or telephone Preston 63431 Z 




SOUTH KOREA 

Pac8#R tJfr 9 British School 

"wnmbnt Consultant* have been engaged by the 
- school to tec/uli 

for A Roceptlon Class Teacher 

fnate ^ Aw to six year olds 
in an attractive building In Seoul and 
: ^ VxxvfX 0 !™ 60 cNIdren on roR • 

' Stibium oMi k* British, with preferably a 

jW'iht fWn ‘Whence, an ability to offer music, or 

in.ik.1? an K *** t opportunity for a teacher 
jtofc u> ® many sporting activities on view si that 

; with single rent froeacccmmo- 

allowance; aalary; InidaHy 

end the sue- 

! ; JSf '* chmfrtence a uliea in Janus 

«V. U tsar of App&aUon, die 

KSaSSa 






Sir James Henderson 
British School 
Milan 

Roll: 250 Primary - 150 Secondary. 

Required immediately for January 1988: 

Teacher of Engiiah to A level, experience of A 
level teaching essential. Head of Department 
post available for applicant with suitable 
experience. 

Interviews late October. . 

Please send CV with names of 2 referees 
urgenjfly to: GabbftaeThring RecruHnient, 678 



Jtttrrtitttfottal *t6«of 


Singapore 


Applications are Invited from wall qualified and ojeporienrad 
eduedtorsand administrator fqr tha post of, { '■ • 

Headmaster and Dean of the College 

The School offers American High School courses fra nr K to 
Grade 12» and BrlUah GCSE ‘O’ and 'A' level coil raaa. • 

The Collage offers the first two! years of American Bachelor 
degrees. In aiuoclatlon with Broward Community Colleger 
Florida, USA. ? . i 

The successful candidate will be in complete accord with 1 the , 

school philosophy/ which expresses a holistic, approach to . 
education. . t ■ • . 

Initial letters of application and CV should reich the school by ' ;= 
October 318L 1987. ,. v ••*.■ • i- ir 

r Writatd: - The Chairman pfthh board qf Governors. r*-'* *4 

ISS IntematlphAl School : \ 
.. Preston Road V 'if -:v .(• 

■i. 

Telefax 86 273 7065 | r 









I 


I . 



. . OVERSEAS POSTS 
ronuunna 



m 


participate 

^t^^S»H^KfflRigS^ciirrlcwlii^actlvl- 


HfflSSE 

720000 


■Hnal opportunity for younn 
VBuplo & rrnah nraduatea. 

It I no: Mies tlabrn on 843 

9873.(16358) 720000 


Voc 


The Council, established in 1982 as a statutory body with the broad objectives o! developing 
technical education and Industrial training in Hong Kong invites applications from suitable 
persons tor the tallowing posts: 


Principal Lecturer 


(Design) 


Qualification! 

(a) a relevant degree from a Hong Kong or British University: AND (1) a diploma in 
education plus 10 years' relevant posl-degree experience: or (II) 12 years' relevant 
post-degree experience OR (b) corporate membership of an appropriate recognised 
professional institution plus an appropriate number ol years of relevant post-qualification 
experience OR (c) (t) lullllled the academic requirements for corporate membership ol an 
appropriate recognised professional institution: or (11) a relevant technical qualification 
PLUS 13 years' relevant post-qualtlicalEon experience in either case. 

Dutfei 

Tb take charge of a Design Department In a Technical Institute The Incumbent will be 
responsible to the Vice Principal and the Principal for all mailers relating to planning, 
developing and organising courses and undertaking some teaching and other related 
administration duties. 


Senior Lecturers 

Post 1: Industrial Optics 
Post 2: Clothing - Production 
Post 3: Commercial Studies - 


Marketing and Purchasing 

Oualiflccrilons 


(a) a relevant degree from a Kong Kong or British University; AND (1) a diploma In 
education plus 6 years' relevant posl-degree experience; or (11) 8 years' relevant 
post -degree experience OR (b) corporate membership of an appropriate recognised 
professional institution plus an appropriate number of yedrs 61 relevant post-qualification 
experience OR (c)(1) fulfilled the academic requirements lor corporate membenhlp oi an 
appropriate recognised professional institution: or (ii) a relevant technical qualification 
PLUS 9 years' relevant posl- qualification experience In either case. 

Duties 

To teach Post-Form 5 course students In Technical Institutes In the following subject areas: For 
Post l - Industrial optics and related subjects; for Posl 2 - clothing production and related 
subjects; for Post 3 - marketing and purchasing and related subjects: and to lake charge of 
Ihe related Study Programmes. 

Conditions 

Principal Leetuier: The post attracts a monthly salary of HKS22,125-HK$25.165 depending on 
qualifications and experience: The appointee will be offered an initial contract of 4 yean 
Inclusive of leave, plus 2696 terminal gratuity upon satisfactory completion of the agreement. 
Thereafter. Ihe appointee may be offered either coniraci or superannuate term at the 
discretion of the Vocational Training Council. 

Sonlov torturer*: The posts attract a monthly salary ol HK$16.735-KK$21.230 depending on 
qualifications and’ experience. The appointees will be offered an Initial contract of 2 yean 
inclusive oi leave, plus 28% terminal gratuity upon satisfactory completion of the agreement. 
Thereafter, the appointee may be offered either contract or superannuates term at the 
discretion of the Vocational Training Council. 

Fringe benefits include leave and passage, subsidised housing, medical and denial 
treatments, children's education allowance and school ptiaages. 

Application 

Application lorms are obtainable personally or by telephone from Ihe Hong Kong 
Government Office, d Grafton Street, London W1X 3L6 (tel: 01-499 9821 ext 269). Completed 
application forms should be relumed direct to the Executive Director, Vocational Training 
Council 16/F Harbour Centre, 26 Harbour Road, Wanchal, Hong Kona, to reach him before 
30 November 1987. 

(£7- HK$12.e05 aa at 13.10.87 but this ia subject io fluchjerf/an). 


THE TIMES EDUCATIONAL SUPPLEMENT 23.10.87 


|9yin January far Cl ana 
i«r with 3-5 vaara ex- 


Bwfehnr with 3-5 vaara ex- 
perience in Intnrnatlunol 
Primary School (roll 120). 
WorK quatfli, free Flights and 
accommodation. Good remun- 
eration. 

Contact: The Headmistress, 
P.O. Box 2947 Kaduna North, 
Nlnorln. (20622) 720000 


GREECE 

Wanted for 1988 nuallNad 
T-E-F.L. to teach rhlldron, all 
aaaa. 

For further dotnlls please 
apply in writing with c.V. and 
photograph to: Elriu 

Marangaki-nimu, English Lan- 
guage School. P.O. Box 38. 
Rothycnno, Crete 74100. 
Greece. (29835) 720000 




• Posts 

• Overseas 


ITALY 

£FL teachers required full-time 
In North - West Italy (Oonoa). 
Natlonul contract terms. 
Candidates should ha young 
(max. 2Bl graduates with TEFL 
experience. 

Write for dotnlls and applica- 
tion form to British snc. Vin 
CflccarUI 1, 16121 Genova. Ita- 
ly. (20311) 720000 


Key English Language 
Teaching Scheme 


The KELT scheme Is part of Britain's Aid 
Programme to developing countries 


Sierra Leone 


Post: English Teaching Adviser, National 
Curriculum Development Centre, University 
of Sierra Leone 


ITALY 

Sicily (near Catania) 

E.F.L. Qualified Primary 
Teacher required November 87 
for children aged 3-1 1 yrs. (24 
hrs. per week). Free accom- 
modation. 

Application farm/further do- 
tails contact: Olovannl Poldor- 
nanl. Via Como 331. 97019 
Vlttorle, Sicily. Tel: 01039/ 
932/987144 at 70 p.m. 

(16337) 720000 


SPAIN 

Required immediately qual- 
ified elding teacher. Residen- 
tial past. Ability to help With 
other eparte and/or first aid 
an advantage. 

Applications with photo- 
graph. c.v. and names of 
three referees to The Head- 
master, Avdn. De Btuyok, 1 
28016 Madrid, Bpaln. 

(16537) 720000 


Duties: to advise on curriculum, innovation and change 
at all levels of schooling and primary and In-service 
teacher training, 

Qualifications MA in TESL; experience of teacher 
training, curriculum andmaterials development and 
evaluation; at least 5 years’ overseas experience. 
Salary! £13,998-&19 l 603 p.a. free of UK income tax. 
Overseas allowances i nil-&4 l 248 depending on salary 
and marital status. 

Date of appointment! as soon as possible. 

Contract: Initially for 2 years with the British Council. 
Closing date for applications: 13 November 1987. 
Reference: 87 K 63 T 


Algeria 


TURKEY 

ENGLISH LANCUAOE 
TEACHERS 

Required for January, 1988 
ERCIYE 8 UNIVERSITY 

Kuyuorl, Turkey 
la seeking teacher of EFL/ESP 
to work In the Department of 
Foreign Languages, to teach 30 
hours and assist In course de- 


velopment. 

All candidates must be over 


23 with e minimum of 3 years 
experience In BFL/E 8 P. We 
offer e 12 month renewable 
contract) salaries baaed on 
Higher Education Council 
scales, and furnlahad accom- 
modation. 

Closing date. November 
10 th. 

Por further details apply 
with full c.v. nod a rocent photo 
tpi Prof. Dr. Enver Hasanoalu, 


ESP Adviser 
University of Algiers 
ESP Adviser 
University of Oran 
ESP Adviser 

University of Constantine 
Duties: to advise on the development of an Intensive, 
pre-sessional study skills course for Algerian post- 
graduate students (prior to further study in UK); to 
teach up to 9 hours per week on this Intensive, pre- 
sesslonal course February-June 1088, and subsequently 
for 9 months of the academic years 1688/89, 1989/90; 
to assist the 'Collectif Pfidagoglque’ in drawing up 
a focussed and staggered plan for advertising 
neighbouring, key tertiary institutions in their ESP 
programmes. 

Qualifications! British bom UK citizens with a British 


educational background; MA ELT or Applied Linguistics, 
with five years' overseas experience including ELT at 


Head of For elan Languages De- 
partment. Eralyea University. 


psrtment, 

p 8amv- 


with five years’ overseas experience including ELT at 
tertiary level and tertiary level ESP experience. 

Salary: £10,128-&L5 I 068 pa. 

Overseas allowances: nil-£6,722 pA. depending on salary 
level and marital status. 

Closing date for applications: 6 November 1987. 
Reference: 87 K 69-61 T 


WEST INDIES 

Unusual oppnrtunlty for un- 
usual person. Suit retirad head 
teacher. Must have private 
school exnertonco to common 
entrance. Exceptional school In 
lovely surroundings on beauti- 
ful inland. Possible part- 
nership. 

Write to Lomas Oast, San- 
dhurst. Kant LN 1 B HPT. 
(19923) 720000 


Benefits for the above postal free family passages; 
children's education allowances and holiday visits; free 
ftimlshcd accommodation; baggage allowance; medical 
scheme; employer^ contribution to a recognised 
superannuation scheme or an allowance of 11X of salary 
in lieu. 


For farther details and an application form, please 


write, quoting the post reference number, to: Oversees 
Education Appointments Department. The British 
Council, 65 Davies Street, London WlY fiAA. 


ZIMBABWE 

ST. IGNATIU 8 COLLEGE 
Harare, Zimbabwe 
A vacancy exlata for January 
1988 for a MATHEMATICS 
TEACHER capable or teaching 
Cambridge syllabus to A-lavel, 
at this Roman Catholic Joault- 
run secondary school. Initial 
two-year contract. Might suit 
fnT)rln B l > P« raon Interested 
Suitably qualified parsons 


O 0 • O O • r 

' o • o • o 

O • • • O G 
•••••• 

O • • • ' 


The 
British 
Vi Council 


B lease apply, with C.V. to: The 
Irnctor. Jesuit Missions, I) 


nwfeui . j Haul » miBBiwuB. aa 

Edge Hill, London 8W19 4LR. 
(20428) 720000 




EDUCATIONAL SUPPLEMENT 


23.10.87 


overseas posts 

r oatinuaj 

^Exodus. 

! ! E f s 

iffi cS?) 720000 

— r--i SiT' TEACHER" OF 
■SSskicil Willing to work 
Pencil Seoluatlc Orua- 
w , Vnon Sensonpl. Any Arra. 

5 Vthcr dctdils kindly wi lt*- 
purtM Plerr« llonvUuiniiH. 
1°. , o 33 Itiimiiarl d« 

™r*'' 


LINGUA RAMA 


THINKING OF TEACHING 
ENGLISH ABROAD 


Linguarnnia offers one 
waok Introductory courses 
In Tnnrhinu English aa a 
I orrhin Limgtmgo. Ideal fur 
tlimtH Milukiiui or miturliin 
the prufesHiiiii or IIiiihr 
wun'lun mi Introduction to 
l.l..r.ji. CiiursoN i-im 
1 h nil ill h out tin* yi.iu- li, 

■Ion. nii'ililiMihiim, MuiirliCM- 
Wlni-luisler and Cn ut er- 

I'liry. Clllni.i- I||||,|||'|||||||| ( , H 
iilao i'xIni in l.liiiiuiii'iiiiiii'H 
40 h< IiiiiiIh Worlil-wiili,. 


Appointments 

Wilted 


... J , **** , t'«' * I h.A.Ii. tu 

li 'ui ' ,, 'l 1 . 1 ' ■ Llniniuru- 

imi. 16 Water nil HI., lllrm. 
I n nil mu 112 31 Hi. ' ,rm 

(304271 760000 


uon 

Mature American imirii.-r tie- 
fires mill. 6 mo. uppiimt. over- 


TIIK liUNlNMHS 
LANGUAGE 
CONHULTANCY 


Ju, or London nrtix. pri;i»l. 
ab Stanford (nUiltigy/sot . 
Rcl 1 M.B. Public Haul Eduru- 
ilon. axpaflonred Juuriiullnt . 
Subject* i Scluiicu. Ilnalr 

Msihs/Enollali. EHL. N.iiiMI 

Health. Adult or Ktirmiilnrv- 
Csllfornlo credential nriidnt* 7- 
14 (IS yrs . -20 yrn., iitlull). 

' R. Baker. 5 Ht. Louis l.u.. 
PI As ant Hlh. CA 94523 UH A. 
(16940) 730000 


lulnimlvii luniniaut* i‘(iurana. 
urtiiiii ur lmllviiii.il ttiliiuu 
l..l-..t.. ImiiiutiiiKH ur Eimllih an 

ii !(ll■l•h]ll Imiiiiiiiuc. 


urrstiniiel u H pr. 

1 1 v*n I ilu ii l In | . ur Ill-Coin puny 

■ iiiirhMHi 


YOUNG girman woman 
89, (sir assured, fluent llun- 
slsn. 3 yrs at Munich IriNlltutii 
speclallBlna in translations of 
technology * economy. Able 
to work independently or In u 


OorliiH lloiuut. btorkluml, ii. 

JOOTA. r "'' “<0.4aa 691. 

(20076) 760000 


TRAIN TO TEACH ENGLISH 


team. Preferably West Coun- 
try. Box TES 00833 , Priory 
House, St John's Lano, CC1M 
4BX. (^0806) 730000 


Onu.wenk Intensive practical 
Multlfingua, 8 
lloll Inns., llrndford. VVast 

Vorkshlrn ni>l inu. 

(39227) 760000 


Educational Courses 


Tuition 


LEARN TO TEACH 
ENGLISH (EFL) 


agency requires 

TUTORS fur private tuition, 
t:. V'h to Rox TEK OOU34. 
Priory llituei., m John's 
Lour. i:cim 4I)X. 

120432) 770000 


A Practical anil thorough mm 
weak Introduction tn Ten III no 
-English ns n Foreign l.imn uniat' 
from Pllgrlmx. th,> Ti;n. 
Plonaars. 


Courses In t r.iiitcrlnirt . 
Lancaster. Glunmw. Miiiulii's- 
tsr. Birmlriyhum mm Hum ur- 
mouth. 


Phone ar write tu Irri^ 
Edwards, Pllgrlma Trnrlin i' 
Courses. B Vrrnon Pliiu-, < un- 
tsrbury, Kent CTl 3 Y « 1 . 

Tfl: (02271 435486. 

(08148 ) 7 6 00111) 


W AT.17Jj “ ■ 1 ■ 

^ T1 UNAT,Vtt 

Mathynlletli, Puwis 

OUtl iii'ni drill 


HOME TUTORS ratiulrml 
Ihruiiuhniil limit nriiulu 
fur wrll-|ui|i| i- vi- is I in i mill 
wrrk-eiul work. Di'ltiaml In 
■• fipr, I, ills- high in thu lul- 
low l II II itri'ltM- lllmknnnl. 

■lour lirintol. Cm-. 

dill, lirrtn, l.iifiriii. GiiirN- 
hrml. lilmn rilrr, llulltiik. 

IIiiiiiinIuw. Illlll, 

I t*l* rsti'r, l.lvrrpiiul. I.ini- 
tltni. Miildrnhrnil. Mnni'lirx- 
Irl . Mlilillindiriiiiuh. Nrvv- 
1 null' on Tviir. Nin-wli-li. 
oidhiiiu. Pm tsiiiiiuth. Kill'll- 
ilnli*. Si. Alhnns. Slough, 
Sum iirmi , Nunilri-lniid, 

Sw.inscn. W nt riii'il, Wm-cru- 
irr. s i* ml mu, in noil nddrimN 
• Mil, lit- I'rrnoiinl Tutors 


■% p World pne J«*r | * " 1 r 

tot furthsir .Uiaii. ... 


■ riniiimi lunirs 

lllrm Ti:m. (Iinndla 

lluusr. ( (.'linn. SK8 

1 All Ti-I (161 .428 328.1. 


(24 liuinsl ( I 11)14) 7 7nOOO 


"»na prujm-ii,. 
wnd ,n f , !*’ ,nn " P>cnsn 

“•» Ofticar. finr^D — rnrmmr- 


■ XPIRIINCID 
EXAMINER 
I ,aa|rr IlniU 


TEACHER/ 


fr| lll.r. 

rmraiwv 


Nlll rrquli ml fur 
Hrtleliiii CiuirnoN. 

';1 


71UVUU 


SS 


TEACH ABROAD! 


Wo julii Infcrfuitunat ulioola 
“■ primary and wmniltuy Ivwls -- 

AFRIGA • ASIA • AMERICAS 
EUROPE • MID & FAR EAST 

wllh Ihe rtouUmcftt ol ink ben 
sT-) • ~muHkpbjK#4/C4l - 
W IMifeYBai kaita ywnjf M-Urw learhing npeHemr 
write for M Jetajh of eur 


* sen wmmm OTWH W B Uf _ 

Year-Round 
L Plqqcipgfif Service 


ARABIAN GULF 


The En 


of Mathematics and Physics 

3RARY OVERSEAS ASSIGNMENT 


English College 

SINGAPORE 


The colhfa requires tuiobhr qualified and experienced person! to teach (he 
Wlowlng G.C.E. « and AS. 1 M coursas on ki opening In February or March 


THE ENGLISH SCHOOLS 
FOUNDATION 
HONG KONG 


i-ondon Recruitment Centre ~1 

iMdisbiiwv iwm 

a iisnqmfiMio ICfS bc/orr fie, e n>bcr iWth ] 
lT OfTsiflENM 1(^^143015 

° e P I - RL l'# 1 «r«M Mr cm Prf(i*).eM 
Hi . U-gUM 

pttm 


$*udi Arabian International School 


lssre Invited for the temporary poet of teacher of 
oe and physics In . a modern, purpose built traln- 
In an attractive part of the Arabian Gulf, 
should be 36-46 years of age end posse$s s pro- 


teaching oiiallficatlon. The appointment Which Is 
status, will be for s Deiiod of six months Aram 


status, will be for s period of six months, from 
or January at the latest. The successful candidate 
tb teach young Arab Nationals mathematics 
Iri preparation for tha BTEC Diploma Level 1 arid 
Guilds Examinations. In addition the successful - 
Will be required to, train b successor. The poet bar- : ' 
salary and a comprehensive remuneration ; 


Mattemstk*} Puroand applied, 

Economics 
Bfelnan Studios - 
Computer Sdgnca 
. EnglliHi language and llteraturv 
History; mqdeni 
Art 

Law . i 


The Executive Committee of The English Schools Foundallon and 
ThC Council of Island School Invite applications for the post of 


DHAHRAN DISTRICT 


PRINCIPAL 


1 two copies of each of the fallowing: 1 CV, Full 
plication In Vbbr own hand writing; Passport [ 
the Names and Addresses of two referees ta 
Department B, Pace*, 68 Ecriestbn . . 
Gardena, St. Helens WA10 3BN.; Candi- / 

. dates requiring en acknowledgement i. ' 
should also forward e stamped addressed 
envelope. y \ 

x The Closing Dete (a 6 November 1^87, ’■ 


The ccilssbhas junbetntiuUlshcd by acoowtium of icuferAciand protes- ’ 
donils not any to pnpara South East Aslan studwts fbf. Tertiary edutfcfan v 
In U.K. and Australia, bat alio to serve as an oflihors campus for salectMl uni- ; 
vcnitbi and pdytedinks by offering (he first year of t^r under graduate ' 
programmes. ( j... "' . 

Applicants, should be able to demonstrate craaUvtty, independence and \ 
commitment to teaching; . , ■ -• 

Sriarles will tw in dw rang# of S$7700 - S$522S p* ninth, and housing, 
medical and ralocarion benefits am provided. 


whfoh becomes vacant for 31 Auguai 1988 following die eppojni* 
ment of Dr C.H.R. Niven, MA (Cantab), DIp.Ed. (Oxen), LM L 
(Nancy and Ulle},F.R.SA, as Headmaster ofSt Qeorge^s Engiisn 
School, Rome. , . 

The English Schools Foundation, Hong Kong, idmlnltten \tow ■Jjjj' 

ondarv and aloht nrlmarv xcHools. and a Centre for ChlldrflO.wnn 


TEACHING COUPLES 
NEEDED 


ondery end eight primary schools, and a Centre for Children wnn 
Special Educational Needs, which are funded by fees end oireot 


g overnment grant. , 

lend SchOoT la a eeoondary, co-eduoarionet day school ol botm 
1,160 pupils (Including 2304- In the Sixth Form). The school anjov* 
an excellent reputation for fta high scademlo and sporting aenjev"’ 


i excellent reputation for Ha high academlo and sporting ach 1 ^®' 
ante, pastoral care and contributions to the community. Tna prs- 
int principal la an overseas member of the H.M.C. The Execuuv* 


oh overaeqa memoer oi n.m.w. ■■ 

Committee and Sohool Council are seeking applications frwn vy* 11 
qualified candidates with considerable experience of woriangS^ ® 
Senior management level In schools or colleges, and wllh a proven 


f AUW ARAB* AN INTERNATIONAL 
SCHOOLS - DHAHRAN DISTRICT 


tattars of sppIketHin,; along with s'CV, photograph and two 
rt farses should be aent toy - 

• TheA’UvriOe^iwtd^ . 


record of Success In education. . . Mnni u 

The salary will be In the range HK$34.970 to Hk$37,260 per rwnm 
and the Conditions ol 8erv!oe Include generous provlelonfor nous 


The English College 


fng, medics) benefits and 8 26% annua* gratuity. • , ^ 

Applications, wftn a photograph, full, curriculum vftss «nd tns 


33 Hafoerfey Law, 


it 1 no uiosing uem is 0 novum 1 
TSftJjitervtewsInUK fata November. 


; ta«tanhiunaui fi*M. 
Cfeilng deter' 3 Irt 


f 1 1 ern Pknmont Bonus 

T^Aett vit»^? ,tad Petite should sent lenet o» appNcsbow and 


Hosd, tfong Korig to M received before 27 Novtml 

Selected a flp/fcfnts wiflbaaent further particular*. 


• . Jtefe J (!s|u6 ih w.(t .list', aarij : . 




SSST™ ' h ^oiioho Mt f °Lo ndon! 
rat cst Tii?“ l yf e fK 2 evBll/ 0 o oci 
01-a , B3 T,,I: oV,- Q a4a “ay 


01-883 *' asi'a “ a . 06 ® day 

(21261, 3318 d /70000 


Personal 

Announcements 


Contracts & Tenders 


Walsall 

„ MUTKO POUTAN 
ilOKOUGII COUNCIL 


"joln^Tt. OM X BACHINGI 
TR263nB - 8000<J0 


T«o . lax. 
4 ap«. P?."* ®**l>Jleollon lot- 
lor aotvlro 

J ^ima.tUW , 604 Woilh 

AL^LO AN * POIT- 


BOO - £300 ur Ijoin 

No aaaurlty roqui r "'7}*’ 
written quote apply "fta, 

Ol -734 351b. (38495 ) 8 0 0 Do6 


EDUCATION COMMITTEE 
COMPUTER EQUIPMENT 


■XCIPTIONAL |N COM B 

BEr?ML IKv ‘ fj.^witnuiit. 

Wrlta Box' TBS 00821 , d prTory 


’"uK.-wSSS&rv own 

!aw^«SK!Sya.ss: 

no'* p r»& Bl n nd * Db FL TS. P.O. 

rnsoia?' Pro " to " fri 9nw. 

(09038) 800000 


• h J n,, ‘*T"'4 aro LnvltoU for 
Hupnly a[ computar 
M?,. I'J 11 ! 11 *o hcIiooIb within 
A!'" Matropollion Borough 
rnmlor Torma and xpacirica- 

Sffife (° the Supplies 

S3?wWWk. w “ 


°f?ACH.5fs. 1 „. a !-o E :r 1 ^ 

tKmr at tnarhi re,a * rChar aho “* 
HPJL.feW Wni Bxparloncea . 

TES 00R n ^ B ' L*- y , “ ' Box 


Tnt anurod. Bax 

Tohn?? 8 ? 5, Priory Houaarst 

M 6339) L “ n<, ‘ 4(lX. 

,,6a39 ' 800000 


Tenders aro to be ro- 
turnnil to tho Ciller Execu- 
tjvn A Town Clork, Civic 
Contro. Darwall Street 


HYPNOTHIRAPY. Pt.tlote d|7 
? 1 9?S a *®* 01-359 699) . 
<l848 ^> 800000 


nr . * V: . u “twbii acreat 
Wniauiii, by 12 noon on Fr|. 
(lay. 27th Novambar, 19S7. 
In tho endorsed envelope 
pmvldnd, but shall not bear 
ui»y name or mark Indicating 
tho sender. (16707) 790000 


* LOA»?a AV »V OAN8 4 POSTAL 

£B nnif ^ 100 - 

"'“N Full Mortgages and 
remortgage* far Teach ora 
wrmVn CB * B " conoidarad . For 
X™lF, n «l uotatl ons : Rich- 

cZ InV Sy^ n ‘ a > ,d The 




gt^.l.hadlB34. 


CHARLOTTE MASON COLLEGE 
OF EDUCATION 
INSERVICE NEEDS 


Vtur . . . 

APPLICATION FOR A 

TEACHING POST 
by J. D. Roberta 

CV IN TEACHING 
by J. D. Roberta 

INTERVIEW IN TEACHING 
by J. D. Roberts 

INTERVIEW QUESTIONS 
by Oliver Hamilton 

PROMOTION IN TEACHING 
by Brian TbralfeB 


"HELPING SCHOOLS 
MAKE EFFECTIVE 
DECISIONS" 


All 32 pages 

£1.80 aaoh, UK post paid, from: 


A ONE DAY WORKSHOP (IN LEEDS) 
INTENDED FOR PRIMARY 
ADVISORS/INSPECTORS 
MONDAY 14th DECEMBER 1987 
Write for details to the 
INSERVICE OFFICE 

CHARLOTTE MASON COLLEGE OF EDUCATION 
AMBLESIDE 
CUMBRIA LA229BB 


por Amatrad 
P.C.VV. Create yaur awn 
datnbaaa and bibliography, 
for Teachers. Students, Au- 
thor* etc. Details: 8 .A.E. To 
Scribe. Owernolnlon Lion- 
badr Gwynedd. 

(20347) 800000 


Articles For Sale 
and Wanted 


CAR PIT 8 end Cnrpot Tlloa 
almost trade prices. Moat 
makaa. Free dollvory. Cor- 
dovo Carpets. 87 CrOli 
Oreen. Form by. Nr. Llvor- 


Oreen. Parmby, Nr. Llvar- 
pooi. Tei: 07b4B 74839 A 
71169. (02624) 860000 




OLIVETTI LSXIKON SO 
manual typewriter. Mainly 
Classical □ reek alphabet. 


SlMiiy'i 

College 

(■■•WifiM 


Are you interested in 
EDUCATION/INDUSTRY 
LINKS? 


•W 8 AT 8 HIRTS 


your little dnrflnq a - call 
Contact 0408 a7301. Almost 
rliild-proor. <162881 800000 


TIES. BAD0K8, 8 TC. Bril- 
clently produced at reason- 
able prices aalabllehed many 
years, a name known all 
aver ftrUnln hy aetlalled 


able prices established many 
years, a name known all 


Tlmillplnmn In Ilia Principles and Practice of Industry and 
Commnrcu a Jins lo givu toncliora and lanlurars from all 
.nih]ni;t nrniis n slrunlurod oxporlnnco of Industry and 
i.ommoTDO wllh n view lo fuluro curriculum Innovation 
ami nslnlillshmoiit of closor education/industry links. 


schools • Monacombo Ltd., 
PO Dox 12. Prastwlch, Man- 
chester M03 7NA. Tel: 
061-763 6882. 

(08464) 860000 


Holidays 

and Accommodation 


The courso Is particularly partinont to new initiatives: 
CPVE, TVE1, GCSE and mlnl-enlorprlse end leads lo a 
llnivoraily of Surrey Diploma. II Is forono-year, full-time, 
and is for qualified teachers and lecturers with at least 
Ihreu year's leaching experience. 


DRISCOLL HOUSE HOTEL. 
200 single rooms, C80 per 


week, partial board, Apply 
172 Now Kent Road. London 
SBj[ 4YT . Tel: 01-703 4179. 


CENTRAL LONDON, excel- 
lent big bedsit, bathroom. 


kitchen, CH, ass, electricity 
and rantfrae telephone with 
anmli wage offorod to two 


Applications aro now Invited for the 198B/89 academic year. 
For application form and further particulars write to: 


snmll wage orrorod to two 
Chaerrul energetic female 
teachers . working central 


The Registry, 

St. Mary’s College, 

Strawberry Hill, 

Twickenham, 

Middlesex TW1 4 Stf . Teh 1)1-892 0051 


teachers . working central 
London, able to work 3.30 - 
8 . SO pm thrioa weekly, one 
weekend In four, occasional 
babysit, caring far our two 
attractive but aarloualy' man- 


attractive but aarloualy man- 
tolly and physically hand- 
Icappod adult children. Non 


Icappod adult children. Non 
smokers preferred. One 
driver esaantlal. Dox TES 
00836) Priory House, St. 


John’s Lane, EC1M 4BX, 
(16398) . 880000 


WINCHESTER 
HOUSE SCHOOL 
Brackley, Northants 


MORROCCO DESERT 

ADVENTURE 13 Days Ofct- 
Nov. Tho best In Adventure. 
PATHPTNDBR9 . 041 334 

9419.(30166) B80000 


MAR ROWBOAT EDUCATION 
AL TRAVEL) Residential 
Education packages on board 


SCHOLARSHIPS 

for September 1988 


fully-oqulpped nsrrowboats 
from £73 per week. Vou bring 
yourselves, luggage and a 
Sleeping bog. Wa provide the 


reel. For details ring (0025) 
372363 for write 41 Danes 


Road. Exeter EX4 . 4LB. 
(20661) 880000 


Boarding scholarships of up to half feesfor 
talented eight year old boys. 


ABtA 

12228: 

8AGTA 


ACADEMIC, 
MUSIC & ART 
AWARDS 


BAYEUX WEEKEND 
£59 (for groups) 


LE WEEKEND or IE MIDWEEK 
Included: 


* Coach Slavs with you 
+ Full board friendly hotel 

* Free places .1-8 
■* Return farry 

* Freo excursions Incl: Mont 
St Michel 

* Town assignments . , , 

* Inaurance 

Tel: Haglay tOBSSi 8 B 2161 i ©r- 
wrtia to:' Acorn Ventura. 32, 
Woodland Avfli, West Haglay, 
West Mlds.pYB 2X0.'. 


Examination and interviews in February 

Write to The Headmasterfor further 

-5WSS- « ■ - - ■ -1 


NORMANDY - hrhoul vnnip, 
scrbniniuUalloil imnr Co*n si 
Cenlrc IninrcintioiiaL de ha* 
lour. 30| Is C.lia. 1 4200 
ilurouvllln Sit Clnlr. franco. 
Tel: 31 94 24 55. French 
« curses available. 

880000 

. Small In Term ■ I 
inierestk; hna vscanclfb Sn 

jiB 

lK?S^v t -A , Se , ,5K: 

Hayes Av« ^cavelmsie. 6 
Tel: 0202 33ri of Q, *Tncmouth. 
(02889) 


WRITE AND SELL run 

8 JO R I EB.MaflluV 

•ion i Sales assistant. From 
ft&nr.FJ!? 1 *?™ Foaturos. 
A /B D g x, ®v5quara. Sal- 

fS5iaaV a,,eh *«» r Ms 6nB - 

_ B 00000 


School Visits 


B s^h^ D ! 8 ^ A,,,8 ' KENT 

welcome to 
rARfelly hotel, close to i«g and 
Cliff Walks, Com far cab In 
accomniodttlon and home 
poking. Oak r le id Hotel" if 


mixed Lyceo-College 
P,t" Ch«rboura-CMn would 


. ..." noma 

ii.'ffi. exchanges 


it« h . ^“ e 5* ‘Min. 30 

atu.i. Write Mr Savano Insti- 
tute SI. Lo 30180 Agnsaui- 
Prance. 123948) 890000 


8 2 SR! l L N u B holidays - 

“UDE. School Mull|. Activity 
and Study Holidays. Actum at 
2.".* Moral. Full programme 
evening nuparvlsod 
ISVill 1 '- - Complete visit 
SrS* n, -. od a * required. Nine 
£ a ?. r *. 'I ectlvity buainosa. 
r.ii JI p r ovo,J Centra. De- 

tails: N. Cole, Florida Hotel. 


Sudo . Cornwall' EXiV aHj: 
(lsaia/ 0 * 88 * ai. 


MOTHER SHEFTON’B 
CAVE 

ft the Petrirylng Wall 


At Knareshorougli. North 
\ arkshlre H03 IDD. Tel- 
0423 864600. 


OPEN EVERY DAY till 
1st November 1987. 


All-inclusive Ticket Chil- 
dren (to 17 yrs.l 0.93o 
TEACHERS FREE. “ ,s ' 3p 
<98988) 890000 


Home Exchange 
Holidays 


A SUPERBLY DIFFERENT 
HOLIDAY Homnwtpt In 40 
coun trial. Our 33th ysorl 1N- 
TERVAC. 6 Blddals Lane, 


if. Blddals Lane, 

Allestrae, Durby. Tel: 0332 
358991.(203301 900000 


Field Study Centres 


MID WALES 

RHEIDOL .STUDY CENTRE 
Purpose hunt Centre for 60 


Purpose hunt Centre for 60 
RBreona, Oedg.. Geol.. Olol.. 
OC9E. and » 'A' L., Pleb 


Study and Outdoor Challenger 
Courses. 9oir ar Cqnire Tu- 
tored. Plaid studtas lab. Lec- 


turer Rm. Teachers Rasaurco 
Packa. Free Inspection 
Weekends. 

Details Tho Director, 

Rhaldol Study Centra, 
S’flRrhMoeh. Aberystwyth 
8Y23 3EX- +el: 0970 898382. 
(161941 BlOOOd 


NORTH NORFOLK Opanlng 
May 1988. Now Field Study 
Contro at Aylmorton. Look 
ua up an lha map. For da- 
tans, The Old School House. 
Aylmorton. Norwich NH11 
Bra. (91298) 01 00 OO 


WEST DORSET 
Resident la l/d ay courses. Su- 
perb coastal altos Tor marine, 
woodland, hedgerow or other 
ecology. Prims ry/OCSE/A. 
■aval. Experienced graduate 
staff. 

Details: .Biological Field 
Studies. Brldport, Dorset DT 6 
4 AX. . Tah 0308 24836. 

(20334) 910000 


Business 

Opportunities 


are your talents 
BEING WASTED? 


How.imnv times have you 
aald -If only 1 could • ■ 
Title la your opportunity to 
prove that you ora able to do 
something other than 


teaching. Tel: Holton (0904) 
3D6B31 between 10 . lo am 


and . 1.30 Pm and apeak to a 
successful Formar (anchor. 
Learn how you coul.d ohanga 
your future without' risk. 


Helene Collins. Henry 
Knott Associates, St Andrawa 
Court, Bolton ' BL 1 1 JW. 
(3A4BB) 830000 


START AN IMPORT/EXPORT 
AGENCY. Part or full-time. 


No capital no risk. .Send Tor 
free Booklet. Export/Import 
Ltd.i P.O. Box 334, London 
W 8 , (20708) ' " .930000 


Properties & 
Businesses lor sale 
ft Wanted 


COUPLE - extremely well oijbI- 


" house . and • grpands 1 J 
£4BSK. (2K South- Etel H 

.land o*eall«nt ft ertr# 
‘school P Z 

,:C30Kk P/H «4i®K;,' PpC l 
pjiohSi 0203 76*478., • 

-■(19201)- — 1 “ r* 


1 




THE TIMES EDUCATIONAL SUPPLEMENT 


J^ZjOXAL column 




u 


T he phone 

to ; Upw Itl 

fthce .”5? jj JSe'uscpf calculators 
i P 9S Sirtten NofclSw*' 6, as I was teaching 
[ r?r 2%ti* I ^eried, should 

\ anyone have to justify this nowadays com- 
\ mod place piece of 1970s technology? 

Apparently, I was told, someone colled 
Sir Rhodes Boy son had been on the prog- 
ramme that morning attacking the use of the 
little electronic miracles and a counter- 
argument was required. Now hold on a 
minute, sunbeam. Did I hear aright? Sir 
Rhodes Boyson? Or Baggy Eyes knighted! 

The mind filled with ludicrous images. 
Did the Queen, one wondered, tap him on 
the shoulder and say “Arise Sir Baggy”? 
Would he now go riding through schools on 
a white charger, poking microcomputers off 
shelves with his lance? This would be a bit 
much, as many business people acknow- 
ledge that it is the younger generation who 
take most easily to word processors because 
of all the valuable preparatory work schools 
have done. 

It was not, however, the picture of Sir 
Baggy rabbiting on about the evil influence 
of 20th-century technology, or, for that 
matter, of the wheel, that stuck in my mind. 
It was rather the thought that he is one of a 
very smnll number of former teachers or 
heads to be given the sort of public honour 
which any society ought to confer on its most 
distinguished educators of children. 

Hendship, in particular, is nowadays so 
demanding that anyone who nutkes it to 
retirement without suffering a nervous 
breakdown, becoming unhinged, or de- 
veloping delusions of being Joan of Arc or 
Napoicon, should automatically be elevated 
to the peerage. 

Many heads have managed to run their 
schools effectively through the most severe 
period of industrial action anyone can 
remember, survived the mayhem of reorga- 
nization, contractions or merger, have tried 
to sustain ^fieir colleagues morale~WHSn 
conditions have been poor, and have kept 
good relationships with pupils and parents. 
Add to this the fact that many did lunchtime 
supervision every day for months on end, 
and it is not exactly a recipe for a wrinkle- 
free countenance. 

It all reminds me of when I visited New 



TED WRAGG 


Heads’ 

aches 


'Anyone who makes it to 
retirement without 
becoming unhinged should 
automatically be knighted' 


York around 1970. Here were some of the 
most talented and energetic high school 
principals in the United States keeling over 
as a result of the pressures. The city was 
virtually bankrupt so resources were con- 
stantly cut. The heud of one school told me 
that he had just been presented with a list of 
nine non -negotiable demands by student 
activists. The fi rst three required him to stop 
the war in Vietnam, improve housing and 
abolish poverty. He took one look at his 
capitation and opted for early retirement. 

Small wonder that some heads do actually 
go dotty when up against it. There is a long 
and honourable tradition of likeable fruit- 
cakes running schools, and every teacher I 
ever talk to seems to have met n certifiable 
lunatic along the way. 

One head used to cycle down the corridors 
of his school wearing his gown which flew 
out in the breeze as he sped past classrooms. 
Any time he saw pupils writing, or noticed 
teachers working with an individual or small 
group, he would burst in and remind them 
they were paid to teach the whole class. Sir 
Baggy would have loved him. 

Another dnlyappcnred once rmomlrro 
give out salary cheques to staff. Did he, one 
wondered, offer a word of encouragement 
(“Well done, Scroggins. I’ve added an extra 
fiver for effort”.), but apparently he just 
handed over the loot. 

What has been particularly noticeable 
over the past 20 years is the emergence of a 


highly professional breed of deputy head. A 
few years ago a study of deputies showed 
they fell into two major groups: the bright 
and capable understudy who might one day 
be a head, and the old lag whose only duty 
seemed to be to pin notices on the staffroom 
notice-board. This amused me greatly at the 
time, because the deputy in my school was so 
incompetent, if he'd tried to pin a notice on 
the board he would probably have missed. 
The skilful pro is in the majority today. 

One big worry for schools is that many 
very capable teachers, who would make 
superb deputies or heads, are simply unwill- 
ing to take the job, preferring instead, and 
who can blame them, to get on with their 
classroom teaching. This situation is likely to 
become worse after the Government's forth- 
coming Education Bill becomes law nnd 
heads, faced with increasingly powerful 
governing bodies, find themselves with 
more responsibility, but less control over 
what goes on. 

Running the total school budget, for 
example, would be fine if schools were 
well-funded and heads were supported with 
~prapu pi oftiBsiuiinl <niinnual-ttdvfcerMimy- 
will find that they are expected to administer 
■complicated budgets alongside all their 
other duties. 

Another perplexing feature of life at the 
top is that some recent events have tended to 
drive a wedge between heads and the rest of 
the staff. The Government and some local 


authorities have sometimes sought to DfcTl 
heads off us separate beings, almost a 
extended arm of national or local politics 11 
Some heads have been reprimanded foj 1 
writing to the press to complain about culso 
proposed closures, oil the grounds that 

heads, though not necessarily teachers, must 

be loyal implementors and accepters of Iqm 
authority policy. This sort uf repressive and 
divisive twaddle must be seen Off. . 

As someone who is responsible for aw. 
university department I can empathize wS 
heads receiving endless notes about the need 
to cut 5 per cent off this and 10 per cent of 
that, the blame that comes from politicians 
for everything from the failure of out 
athletes in the world championships to the 
price of sliced bread, and the countless 
exhortations to raise money. 

The complete futility of being in charge of 
any tiling in education nowadays was beauti- 
fully summed up for me a few months ago. I 
was staying with my parents on my way to a 
conference, and I went out for my usual 
morning run, undertaken in the faint hope 
that being modcrntcly fit will help me cope 
with most of the rubbish that comes ray way. 

1 rounded the corner by the post office 
where the old Yorkshire gaffers congregate 
to collect their pensions. One of them 
looked me up and down us I lurched past 
frantically gasping for air and trying to work 
out my conference address at the sHmc time 
Bringing to hear 80 years, at a guess, of 
accumulated insights into human behaviour, 
he distilled the essence of holding any 
position of leadership in education in pre- 
sent circumstances. “Tim* daft bugger”, be 
muttered. It said it nil. 


NEXT WEEK 
A level review 

Sue Surkes sifts through the evidence 
submitted to the Hlgginson Committee 

Showing industry 
how 

Management experts say schools can 
teach firms a thing or two 

Extra: English 



NOTICEBOARD 




Association for Pastoral Cara In 
Education and Sunderland 


Mr Roddy Cavallaro, the deputy 
director general of tha British 
Council, has been Inducted as 
president of the executive council 
of the British Education Equipment 
Association. Mr C Bundy, group 
managing director of EJAmold& 
Son has taken over as chairman. 

. Mrs 3hella Greenfield has been 
appointed headteacher of 
Townsend Church of England • 
School SI Alba ns on the retirement 
of Mrs Patricia Pollard. She Was 
formerly head of Lagan College, 
Northern Ireland. 

Profeasor Gerald Bembaum 
has been appointed to Iha naw 
post of executive pro-vice 
chancellor and registrar of the 
University of Leicester, from . 
October 1. 

Mr Terry Lammon has been 
elected president of the north-east 
region of the Association for . . 
Science Education. He [i technical 
director of International Paint, 
based In Felling, Tyne and Wear, 


Sunderland Polytechnic, Gray 
Road, Sunderland SR2 7EE. 

November 10 


I i’ll II 1 1 1 1 .' 


Reading, followed by the 
association’s first annual meetliw. 
Members £5.00.others£10.00(to 
Include membership of BAUD for 
1 988). Details: Don Clarke, BAUD, 
69 Greenhlll Road, Birmingham 
B169SU. 


COURSES. 


October 26-29 

Half-term dance and music course 
for primary and middle school 
feac/wsattha London 


People to Education (FREE) 
conference at the Institute of 
Education, Bedford Way, London 
WC1 , with Sally Greengrossj&lc 
Midwinter, Roger HarasorvBrtan 
Groombrldge and Flank 
Glendenntng. FREEIsan Age 
Concern England Information 
network open to everyone 
Interested In education and older 
people. Details from the Co* . 
ordhaton Diane Nortori, Bernard 
Sunley House, 60 Pitcairn Road, 
Mllchem, Surrey CR43LL 


EVENTS... 


October 13-JarNM/yiO 
The Common Chronicle, an 
exhibition of treasures from county 
record offices, Including letters, 


November 12 
From po Bey to practice: equal 
opportunities m education at the 
Industrial Society with Keith Evans 
and Barbara Tatum for staff In 
LeLa j, school and colleges. Details 
from Ihe Industrial Society, 48 
Bryanston Square, London Wl. 

Novembers 

Autism: impftest Ions lor family and 
school organized by the National 
Association off eacher Therapists 
an d Teachers Iri Multldtsclptiawy 
settings atlsledon Teachers’ 
Centre, London N4. Details from 
GUI tas laugh ,01 -979 6542 ; . 

, (eventags). 

■ November 14. • 

Collection of literacy documents 
organized by the British 
Association for Uteracyln ' 
Develop merit at Reading 
University, 16 London Road;,'. - 




TIMES NEWSPAPERS LIMITED, IW7- Publlihcd by TinM Newspapers Limited P-O. 
■ 37 t 42 Comrtiin Sired. London EC!, and primed by Northampton Mercury Go/ Lid,. U 

1 * •! 



Mil™ 


and talks on Thursday and Friday. 
Children under7 must be ■: 
accompanied. Further information 
from the Education Department; 
017399893. 

November 10 . - ' ■' 

Anticipation and IMehtfflcabon: 
working with the disturbed cfM a 
lecture by Dr Anthea Blofeld at Ilia 
Tavistock Centre, 120Belsfee : 
Lane. London NW3, Lecture Room 
4,fortheFdnimforthe, 
Advancementof Educational 
Therapy.'Detalfs from Jean Coweft, 


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